Campus climate and self-efficacy
I like to blog after class is done for the week and my understands and reflections on the readings can come full circle. Otherwise, my mind is cloudy with a mix a theory, reflection, ideas, references and ideas that look like a bowl of alphabet soup in my brain.
That being said, a day after class number four, I find myself thinking about the reflections during class discussion on campus climate and student self-efficacy as additions to Tinto's theory. Modification could also be a term that applies to those two ideas.
When I think about my own undergraduate career post-transfer to MSU, I had clear goals and a determination to succeed. And the campus climate at MSU and in the college of my major, Telecommunications, we such that I felt enabled to succeed. I went to an information session on student organizations during welcome week. I sought out opportunities with certain groups related to my major as soon as I could. I also engaged with other students in my major courses to make friends and find common activities. So while I was a transfer student that roomed blind in Holden Hall, had no friends upon entering at the start of my junior year, and had my nose in a map to find my way around campus like an 18-year-old freshman, I made the system work for me to persist and succeed.
In relation to our class discussion, I found myself looking at Tinto's model and wondering how some of these factors can be ignored. Or at least, not included in the model. The Bean and Metzer model, although one of the nontraditional student, applied more to my situation as a transfer student at 20 years old. Family background, boyfriend back home, finances, parental relationships, and other various factors played a big part in my life at MSU and whether or not would persist. I think that the same would have been true if I had entered MSU as an 18 year old.
That being said, a day after class number four, I find myself thinking about the reflections during class discussion on campus climate and student self-efficacy as additions to Tinto's theory. Modification could also be a term that applies to those two ideas.
When I think about my own undergraduate career post-transfer to MSU, I had clear goals and a determination to succeed. And the campus climate at MSU and in the college of my major, Telecommunications, we such that I felt enabled to succeed. I went to an information session on student organizations during welcome week. I sought out opportunities with certain groups related to my major as soon as I could. I also engaged with other students in my major courses to make friends and find common activities. So while I was a transfer student that roomed blind in Holden Hall, had no friends upon entering at the start of my junior year, and had my nose in a map to find my way around campus like an 18-year-old freshman, I made the system work for me to persist and succeed.
In relation to our class discussion, I found myself looking at Tinto's model and wondering how some of these factors can be ignored. Or at least, not included in the model. The Bean and Metzer model, although one of the nontraditional student, applied more to my situation as a transfer student at 20 years old. Family background, boyfriend back home, finances, parental relationships, and other various factors played a big part in my life at MSU and whether or not would persist. I think that the same would have been true if I had entered MSU as an 18 year old.
posted by TGustafson at 7:04 PM
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