Thesis Abstract

Student involvement in higher education has been a topic of interest for educators and researchers alike. This research project delves into the concept of student involvement from a developmental theory perspective. The study aims to explore how student involvement in various aspects of campus life can contribute to their overall development during their college years. The research is grounded in developmental theories that highlight the importance of experiences and interactions in shaping an individual's growth and identity. By focusing on student involvement, this study seeks to understand how participation in extracurricular activities, campus organizations, and other forms of engagement can impact students' cognitive, social, and emotional development. Through a comprehensive literature review, the project examines existing research on student involvement in higher education and its effects on student development. The findings suggest that active participation in campus life can lead to positive outcomes such as increased academic achievement, improved social skills, and enhanced self-efficacy. Moreover, the research explores the role of institutional support and resources in promoting student involvement. By creating a supportive environment that encourages and facilitates student engagement, colleges and universities can foster a sense of belonging and community among students, which in turn can positively influence their development. The study also considers the challenges and barriers that students may face in getting involved on campus. Factors such as time constraints, financial limitations, and lack of awareness about opportunities for involvement can hinder students' ability to engage fully in extracurricular activities. By identifying these obstacles, educators and administrators can work towards creating more inclusive and accessible campus environments. In conclusion, this research project contributes to the existing literature on student involvement in higher education by framing the concept within a developmental theory perspective. By understanding how student engagement can impact various aspects of student development, educators and policymakers can better support students' growth and success during their college years. By promoting a culture of involvement and providing the necessary resources and support, colleges and universities can create a more enriching and transformative educational experience for all students.

Thesis Overview

INTRODUCTION

Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and faculty—to help them design more effective learning environments.