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Dean Assignment

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Taonaishe Hastings Muzavazi
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17 views

Dean Assignment

Uploaded by

Taonaishe Hastings Muzavazi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NAME DEAN

SURNAME NYAMASIME
PROGRAM HENCENG
YEAR 1, 2024
REGISTRATION NUMBER R2422279
COURSE SDLSEB101
NAME OF LECTURER F.A PARADZA
ASSIGNMENT 1 TOPIC: Using Astin’s theory of Involvement, discuss how student
involvement in different institutional activities would impact them in their physical, social,
intellectual and spiritual development.
KEYWORDS
Astin’s theory: explains that students involvement in academic, social, and extracurricular
activities is a critical factor in fostering holistic student development including academic
achievement, social growth and personal development (Astin, A.W. ,1984).
Student-involvement: when students make a psychological investment in learning (NSSE,
2019).

ASTINS THEORY OF INVOLVEMENT


Student involvement refers to the amount and caliber of the physical and mental efforts that’s
students put into their university experience (Astin 1999). Such involvement comes in
various forms, including immersion in coursework and academics, involvement in clubs and
other extracurricular activities such as sports, and other institutional personnel. Astin’s theory
of involvement highlights the significance of creating educational experiences that support
learning instead of attempting to oversee or mandate the learning process. The theory also
shows that the quality and quantity of student development directly influence their
development across multiple dimensions which are physical, social, intellectual and spiritual.
Astin also highlighted that involvement requires an investment in psychological and physical
energy. Participation in sports and fitness related programs promotes good physical health
coordination and teamwork attributes (Astin, 1984, p138). Participation in health and
wellness programs at an institution will directly influence the physical well-being of a student
(National Survey of Student Engagement, 2019). Participation in health education workshops
fosters awareness about nutrition, exercise, and healthy habits (National Survey of student
Engagement, 2019)
While Astin gives the benefits of participating in physical activities, Hodge (2016)
emphasizes that extreme focus on competition in those physical activities can cause one to
become overly individualistic thereby undermining cooperation and teamwork. He also
emphasized that overexercising or excessive involvement in physical activities could lead to
injury, exhaustion or burnout. Overfocusing on physical development can lead one to neglect
their mental health concerns such as anxiety or depression (American College of Health
Associations,2019).
According to Astin (1984), involvement in extracurricular activities develops leadership
skills such as teamwork, communication, conflict resolution and distribution of
responsibilities. He also stated that community engagement cultivates social responsibility
and civic engagement. Involvement in social events which may be academic or cultural
fosters appreciation, self-awareness, diversity awareness and gives one a sense of belonging
amongst others (Pascarella & Terezini, 2005). Involvement in group discussions, projects and
teamwork develops emotional intelligence and conflict resolution skills (Golemann, 1995).
On the other hand, overemphasis on academic and extracurricular activities can lead to social
isolation (Kuh, 2009). Spending most of your time doing social activities can sabotage and
compromise your academic responsibilities. At times involvement in certain organisations
can expose students to conflicting values or harmful behaviours. Unrealistic expectations and
unhealthy pressure can also be created due to overemphasis of social status.
According to Bain (2004), participation in research opportunities and academic conferences
enhances knowledge acquisition and intellectual curiosity. Involvement in debate teams and
critical thinking clubs such as quiz clubs develops critical thinking and problem-solving
skills. Participation in academic support services and mentoring programs enhances academic
motivation and self-efficacy (Tinto, 1993). Creativity and innovation is also fostered through
creative arts activities.
While it is good to participate in academic activities, Kuh (2009) says that excessive
involvement in academic activities can lead to burnout and decreased motivation. He also
stated that overemphasis on academic activities can create unhealthy pressure and
expectations. Sometimes overemphasis on specialized knowledge can limit intellectual
exploration so it is essential to diversify (Armstrong & Hamilton, 2013).
Spiritual development can also be boosted by involvement in religious activities. According
to Astin (1985), Involvement in faith-based organisations and spiritual groups increases
spiritual awareness and exploration. Also participating in volunteer work fosters value
development, faith and moral growth (Checkoway, 2001). Spiritual involvement also helps
students discover his sense of purpose and direction in life (Chang,2001). Involvement in
mindfulness and meditation practices enhances personal growth and well being (Holzel,
2011). Patel (2012) also stated that participating in interfaith dialogue and events promotes
understanding and appreciation of diverse spiritual traditions which in turn promotes
togetherness among people of different cultures.
While it is beneficial to engage in interfaith dialogues, Armstrong (2013) argues that
exposure to several religious beliefs can stir a conflict and division among students who
should be working together. Unbalanced or unhealthy spiritual practices can negatively
impact mental health (American Psychological Association, 2020). Insufficient spiritual
resources and support can hinder spiritual development.
In conclusion Astin’s theory of Involvement emphasizes student engagement in academic,
social and extracurricular activities to foster holistic development. Involvement positively
impacts academic, social, spiritual and physical development. However, overinvolvement or
unbalanced involvement can lead to negative consequences.
REFERENCES

Astin, A. W. (1984) Student Involvement: A Developmental Theory for Higher Education.


Journal of College Student Personnel, 25(4), 297-308.
Astin, A. W. (1999). Student Involvement: A Developmental Theory for Higher Education. In
The Journal of College Student Development, 40(5),519-527.
National Survey of Student Engagement (NSSE). (2019). Engagement insights: Surveying
the national picture.
American College Health Association (ACHA). (2019). National College Health Assessment.
National Eating Disorders Association (NEDA). (2020). Eating disorders on campus.
Hodge, S. R. (2016). Promoting physical activity among college students. Journal of College
Student Development, 57(3), 269-274
Bain, K. (2004) What the best College teachers do. Havard University Press.

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