By Krista Hutley, Center for the Advancement of Teaching
(edited by Phyllis McCluskey-Titus, Educational Administration and Foundations)
Illinois State University
The most basic tenet of Astin's Theory of Involvement is that students learn more the more they are involved in both the academic and social aspects of the collegiate experience. An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty (Astin, 1984, p.292). Different from the role of the student in Astin's earlier "input-process-output" model (Pascarella, 1991, P.50), where the student is passively developed by the faculty and by university programs, this theory posits that the student plays an integral role in determining his or her own degree of involvement in college classes, extracurricular activities and social activities. Of course, the more quality resources available, the more likely those students who are involved will grow or develop. Therefore, faculty interaction both inside and outside the classroom and high quality university programs and polices reflective of institutional commitment to student learning are necessary for student growth.
Astin states that the quality and quantity of the student's involvement will influence the amount of student learning and development (Astin, 1984, p.297). True involvement requires the investment of energy in academic, relationships and activities related to the campus and the amount of energy invested will vary greatly depending on the student's interests and goals, as well as the student's other commitments. The most important institutional resource, therefore, is student time: the extent to which students can be involved in the educational development is tempered by how involved they are with family friends, jobs, and other outside activities (p.301).
There are several practical applications resulting from this theory, but Astin states that the most important to teaching is that instructors are encouraged to take the focus off the course content and their own technique and put it on their students. Astin states that the intended end of institutional and pedagogical practices is to achieve maximum student involvement and learning; to do that instructors cannot focus solely on technique but must also be aware of how motivated students are and how much time and energy they are devoting to the learning process (p.305).
According to Astin, his theory of involvement has an advantage over traditional pedagogical approaches because it focuses on the motivation and behavior of the student. Therefore all institutional policies and practices can be judged by the degree of involvement they foster in student. Also, all faculty, from instructors to counselors, can work with the same goal in mind, unifying their energies into making the students more involved in the college environment and therefore better learners (p.307).
Astin, A.W. (1984). Student Involvement: A developmental theory for higher
education. Journal of College Student Personnel, 25, 297-308.
Kuh, G.D., Schuh, J., Whitt, E. & Associates. (1991). Involving Colleges. San
Francisco, CA: Jossey-Bass
Pascarella, Ernest T., & Terenzini, Patrick T. (1991). How College Affects
Students: Findings and Insights from Twenty Years of Research. San Francisco, CA:
Jossey-Bass. 50-51.
