Astins Theory of

Involvement
Presented November 17th, 2014 by:
AJ Owen, Cherrelle Gardner, Kelli Jo Haley, Durand
Capers, Jessica Kelbley, and Colton Metzger

Astins Theory of Student Involvement:

Basic Overview
The theory describes the importance of student involvement in college.
The greater the students involvement in college, the greater the amount of learning,
growth, and development that will take place.
Published in 1984
The core concept of the theory is based on three elements, along with five basic
assumptions about involvement.

The Three Major Components

1st Input :These things are the students demographics,
background and experiences prior to arrival on campus.
2nd Environment: The location and all of the experiences
the student will have during college.
3rd Outcomes: The students characteristics, knowledge,
attitudes, beliefs, and values that exist after graduation

The Five Basic Assumptions of Student Involvement

1st Involvement refers to the investment of physical and psychological energy in
various objects. The objects may be highly generalized or highly specific
2nd Involvement occurs along a continuum; this means that different students will
have different degrees of involvement with different objects. As well as the same
student will have different degrees of involvement with different objects at
different times
3rd Involvement can be measured quantitatively (how many hours are studied) and
qualitatively (does the student comprehend)

The Five Basic Assumptions of Student Involvement

Continued
4th The amount of learning, growth and development that is a result of an
educational program is proportional to the quality and quantity of the students
involvement.
5th The effectiveness of any educational policy or practice is directly related to the
capacity of that policy or practice to increase student involvement.

Critiques of the Theory

Building on other theories
Human Development
Strengths and Weaknesses

Building on Other Theories

Astins theory is based on a combination of
Three Theories
1.Subject-Matter Theory
2.Resource Theory
3.Individualized (Eclectic) Theory
All three are traditional pedagogical theories

Human Development

CM

Socialization
Internalization
Relationship to the Three Components of the
Theory

Socialization
What is Socialization?
Preparation of newcomers to become
members of an existing group and to think,
feel, and act in ways the group considers
appropriate.

Components of Socialization
There are three major components of
socialization
1.Biological
2.Emotional
3.Social Context
Components are not independent

Factors of Socialization
There are many factors of socialization
Family
Educational Institutions

Internalization
What is Internalization?
Taking social norms, roles, and values into one's own
mind.
Experience is seen as the primary factor responsible for
how individuals learn to think and behave.

Bringing it Together
There are three aspects of Socialization and
Internalization.
1.The context in which it occurs
2.The content and processes used
3.The results arising from the
content and processes used

Relationship to the Theory

Involvement is a form of Socialization
Socialization and Internalization align
perfectly with Astins Theory
Experiences shape Socialization

Relationship to Theory (Continued)

The three components of the theory align
perfectly with the three aspects of
socialization and internalization
Socialization and Internalization are
prevalent in all parts of the theory

Strengths of Astins Theory

Not a linear theory
Applicable to all student
Applicable to all institutions
Easy to understand and follow

Strengths of Astins Theory

Compilation of multiple theories
Applicable to both individuals and groups
Based on 5 assumptions of involvement

Weaknesses of Astins Theory

Does not qualify as an measurable theory
This theory can not be tested accurately
Does not specify behaviors or outcomes

Weaknesses of Astins Theory (Cont.)

Does not account for over-involvement
Hard to implement without detailed
implementation
Not formed by research data

Implications for Student Affairs

Theory to Practice
1.Individual students
2.Student groups
Programming
Policy Formation
Teaching

Theory to Practice: Individuals

This theory was designed for individualism
Establish individual interests and facilitate
accordingly
Create adequate Socialization

Theory to Practice: Groups

Establish common themes of interest
Create socialization internally and externally
Collaboration and Networking

Programming
The theory creates rationale for frequent
programming
Balance of interests
Collaboration and Networking

Policy Formation
Need and Creation
Input and Experience
Individualism

Teaching
Facilitation of Academic and Psychological
Involvement
Lectures and Exams
Individualism

Outcomes
A students
Characteristics
Knowledge
Beliefs
Values

That exist after a student graduates

Description of Setting
4 year public institution
Urban
Student Union
Transfer Student Services

Description of Target Audience

1st year Transfer Students
18-24 yrs old
Freshman, Sophomore, Junior
Male and Female
All races and ethnicities

Intervention Goals (Cognitive)

Positive memories of institution
Deep and personal meaning of traditions
Take skills and perspectives developed out
into real world
Elements of campus culture and experiences
contribute to development of well-rounded
individual

Intervention Goals (Affective)

Love and feel loyalty as a student and as an alumni
Appreciation and respect as a student and as an alumni
Institution play a role in professional and individual
development
Positive emotions and value from institution
Feel sense of worth
Internalize values and beliefs to take beyond graduation

Intervention Goals (Behavioral)

Provide better environment from previous institution
Be involved in one or more student organizations
Participate in reunion/alumni weekend
Attend events on campus
Utilize resources
i.e. tutoring, medical center, recreation center,
etc.

Intervention Strategy
1st year live on campus requirement
Provide Paraphernalia
Transfer Student Center
Transfer Student Orientation

Transfer Student Center

Staff:
Director
Financial Coordinator
Activities Liaison
Academic Advisor
Outreach coordinator

Transfer Student Center

Director:
Advocate of transfer students
Builds relationships with other departments
Find funding

Transfer Student Center

Financial Coordinator:
Apply for grants
Fundraising for activities and programing
Manage funds

Transfer Student Center

Activities Liaison:
Maintain relationships with partnering
organizations and resources
Connect students with different organizations
and resources

Transfer Student Center

Academic Advisor:
To support students in the their transition to
the institution.
Address concerns about transferring credits.
Act as contact to academic support services.

Transfer Student Center

Outreach coordinator:
Recruitment
Marketing
Maintaining the mentoring program
Plan each semesters orientation

Intervention Strategy
Transfer Student Orientation
Organization fair
Peer mentoring program
Transition Ceremony
University bucket list

Transfer Student Orientation

Organization fair:
All student organizations are welcome to
speak and present their organizations.
Held at the beginning of each semester.

Transfer Student Orientation

Peer mentoring program:
Mentees will meet their mentor at orientation.
As former transfer students mentors will guide their
mentee in their transition.
Mentors meet with mentee once a week.

Transfer Student Orientation

Transition Ceremony:
After completing orientation weekend they
leave behind their old institution and become a
Raider.

Transfer Student Orientation

University bucket list:
Places to visit and fun activities to complete
during their time at the institution.
A right of passage.

References
Astin, A. (1999). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student
Development, 40(5), 518-29.
Persell, Caroline Hodges. 1990. Becoming a Member of Society Through Socialization. Pp. 98-107 in Understanding
Society: An Introduction to Sociology. 3rded. New York, NY: Harper & Row, Publishers, Inc.
Suddarth, B., & Reile, D. (2012). Career Development Theory and Its Application. In B. Suddarth, & D. Reile,
Facilitating Career Development An Instructional Program for Career Development Facilitators and Other
Career Development Providers (pp. 3-3 - 3-35). National Career Development Association.

Welcome future Raiders!

Transfer Student Orientation

CG

Activity
New students,
We are excited that you made the decision to come to
Wright State University. You are now wolves. It is our
hope that by the end of this orientation you will come
to love our institution as much as we do and become
full fledge RAIDERS!!!

Activity
Dear Raiders,
Your institution needs your help! We have to
turn our new students into full fledged
RAIDERS!!!
Help these students in their transition to WSU
by showing them why you are proud to call
yourself a Raider.

Activity
Raiders:
1.Talk about your experience here at Wright
State. (i.e. what made you choose WSU,
what organizations were you involved in,
what resources did you utilize, best thing
about WSU).

Activity
Wolves:
1. Talk about your experience at your old institution
(what organizations were you involved in, what
was your favorite thing what was your least
favorite thing).
2. What brings you here to Wright State University?

Activity
Raiders:
2. As you know WSU has much to offer. Based
on their experiences at other institutions
make some suggestions for getting involved at
Wright State (Organizations, local attractions,
etc.)