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The transformation of undergraduate education at Rutgers University
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Text
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Title
The transformation of undergraduate education at Rutgers University
SubTitle
an evaluation
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NonSort
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ETD_1703
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051412
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eng
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theses
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Name
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Rutgers University
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Topic
Education
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(authority = ETD-LCSH)
Topic
Education, Higher--Aims and objectives--New Jersey--New Brunswick--Evaluation
Subject
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(authority = ETD-LCSH)
Topic
Educational change--New Jersey--New Brunswick--Evaluation
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Education, Higher--Social aspects--New Jersey--New Brunswick--Evaluation
Subject
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(authority = ETD-LCSH)
Topic
College students--New Jersey--New Brunswick--Social conditions
Abstract
In 2005 the Task Force on Undergraduate Education at Rutgers University made a series of recommendations that led to the Transformation of Undergraduate Education (TUE), through which several complex changes were instituted prior to Fall Semester 2007, including consolidating the four existing liberal arts colleges into one School of Arts and Sciences. Some of these changes were controversial in the Rutgers community.
This study describes participants' knowledge and impressions about what has been done to address the following overarching goals of the transformation: 1) attracting and retaining high quality students, including supporting students in underrepresented groups and nontraditional students; 2) reducing roadblocks and inequities and improving the delivery and consistency of services for students; and 3) increasing the engagement of undergraduate students with cocurricular activities and with faculty. The context and the processes to bring about these changes, and ideas for future directions, are also discussed. The design of the study was informed by research about institutional change, evaluating changes in higher education, student and faculty engagement, and by stakeholder interest in determining what had been done to meet the six goals of the transformation. Administrator interviews, student focus groups, faculty online questionnaires, public records about the TUE, and existing outcome data from university offices inform descriptions of the changes.
Short term impressions of the changes range from positive feelings about new structure and the reduced inequities met by students, to negative feelings about difficulties that have arisen, such as a perceived loss by some of campus-based community. The university has been successful in attracting and retaining high quality students with the TUE, as the academic profile and diversity of incoming students have continued a positive trajectory. Positive changes in the consolidation of university offices have led to better coordinated student services, reducing roadblocks for students. Finally, many programs and structures have been initiated to increase student engagement and interaction with faculty members. This study shows that given strong leadership and vision, significant and sustainable change is possible, even at large institutions. This documentation of change processes and perils can be studied by other institutions implementing or evaluating large-scale change.
This study describes participants' knowledge and impressions about what has been done to address the following overarching goals of the transformation: 1) attracting and retaining high quality students, including supporting students in underrepresented groups and nontraditional students; 2) reducing roadblocks and inequities and improving the delivery and consistency of services for students; and 3) increasing the engagement of undergraduate students with cocurricular activities and with faculty. The context and the processes to bring about these changes, and ideas for future directions, are also discussed. The design of the study was informed by research about institutional change, evaluating changes in higher education, student and faculty engagement, and by stakeholder interest in determining what had been done to meet the six goals of the transformation. Administrator interviews, student focus groups, faculty online questionnaires, public records about the TUE, and existing outcome data from university offices inform descriptions of the changes.
Short term impressions of the changes range from positive feelings about new structure and the reduced inequities met by students, to negative feelings about difficulties that have arisen, such as a perceived loss by some of campus-based community. The university has been successful in attracting and retaining high quality students with the TUE, as the academic profile and diversity of incoming students have continued a positive trajectory. Positive changes in the consolidation of university offices have led to better coordinated student services, reducing roadblocks for students. Finally, many programs and structures have been initiated to increase student engagement and interaction with faculty members. This study shows that given strong leadership and vision, significant and sustainable change is possible, even at large institutions. This documentation of change processes and perils can be studied by other institutions implementing or evaluating large-scale change.
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electronic resource
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x, 323 p.
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Ph.D.
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Includes bibliographical references (p. 309-318)
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by Aubrie E. Swan
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Swan
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Aubrie E.
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1982
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Aubrie E. Swan
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O'Donnell
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Angela
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chair
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Advisory Committee
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Angela M O'Donnell
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Tomlinson-Clarke
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Saundra
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Saundra Tomlinson-Clarke
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Firestone
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William
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William Firestone
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Mertens
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Donna
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outside member
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Advisory Committee
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Donna M Mertens
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Rutgers University
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Graduate School - New Brunswick
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2009
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2009-05
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xx
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Rutgers University Electronic Theses and Dissertations
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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doi:10.7282/T3Z60P95
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ETD doctoral
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Open
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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