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Reconceptualizing student development theory through university-school partnerships
Descriptive
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Title
Reconceptualizing student development theory through university-school partnerships
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Deb
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Sattik
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Sattik Deb
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Tomlinson-Clarke
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Saundra
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Saundra Tomlinson-Clarke
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Advisory Committee
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chair
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Benjamin
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Benjamin Justice
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internal member
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McCormick
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Richard L.
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Richard L. McCormick
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Rutgers University
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Graduate School of Education
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theses
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2019
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2019-10
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2019
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English
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College student development theories are often limiting in that they often do not consider the totality or context of an individual or the intersection of a student’s multiple experiences and identities. While the years a student spends in higher education are developmentally significant, college student development theories ought to consider development as part of a larger continuum or pipeline. The educational pipeline in the United States largely operates as disparate self-contained silos between primary, secondary, and higher education. However, in order to support transitional and developmental processes, universities and local school districts can develop collaborative partnerships in order to create a more continuous educational and developmental pipeline from high school through vocation, and to ensure students can dedicate greater energies to learning than to aspiration, transition, and persistence. This reconceptualization can enable college aspiration, allow for higher education access for underserved students, ease college transition, and augment persistence and completion.
In reconceptualizing Student Development Theory, and in understanding the efficacy of university-school partnerships, this study examined how students experienced the Rutgers Future Scholars program, and what aspects of the program best helped them prepare for the college experience (from the application and transition processes, through persistence), and how they perceived their likelihood of achieving success in college. Structured interviews were conducted with 21 participants at Rutgers University who completed the Rutgers Future Scholars program and are currently in their first or final years of college. The data showed that the students perceived benefits from the pipeline model that provided, among other things, academic preparation, skills development, mentoring, financial assistance, admissions counseling, and transition assistance.
In reconceptualizing Student Development Theory, and in understanding the efficacy of university-school partnerships, this study examined how students experienced the Rutgers Future Scholars program, and what aspects of the program best helped them prepare for the college experience (from the application and transition processes, through persistence), and how they perceived their likelihood of achieving success in college. Structured interviews were conducted with 21 participants at Rutgers University who completed the Rutgers Future Scholars program and are currently in their first or final years of college. The data showed that the students perceived benefits from the pipeline model that provided, among other things, academic preparation, skills development, mentoring, financial assistance, admissions counseling, and transition assistance.
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Student development theory
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Education, Culture and Society
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Rutgers University Electronic Theses and Dissertations
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1 online resource (ix, 102 pages)
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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doi:10.7282/t3-w2vw-v186
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ETD doctoral
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The author owns the copyright to this work.
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Deb
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Sattik
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2019-09-13 12:22:58
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Sattik Deb
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Rutgers University. Graduate School of Education
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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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Copyright protected
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Open
Reason
Permission or license
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