Terenzini and Reason's four-domain conceptual framework for first-year college outcomes¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study's conceptual framework expands Astin's Inputs-Environment-Outputs approach and Terenzini, Springer, Pascarella, and Nora's college effects model. It holds that students' background characteristics shape engagement, which is influenced by curricular, classroom, and out-of-class experiences, and that "all of these dynamics occur within, and are mediated by, an often-overlooked fourth domain, the institutional context." The framework motivated the hypothesis that a deeply engaged student body confers contextual benefits, which the study's null contextual results called into question.

Design Implications¶

Context¶

Requirements¶

• Multilevel data structures that allow individual experiences to be modeled within institutional context

Constraints¶

• The study's null contextual DEEP findings challenge the framework's assumption that the aggregate student environment directly affects individual outcomes

Target Learners¶

• First-year baccalaureate college students

Target Learning Objectives¶

• Critical thinking
• Self-reported gains in general education, practical competence, and personal and social development

Claims¶

• Engagement in deep learning activities, as measured by NSSE's DEEP Learning scale, shows no statistically significant relationship with objectively measured critical thinking at the end of the first year [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Reason, R. D., Cox, B. E., McIntosh, K., & Terenzini, P. T. (2010). Deep learning as an individual, conditional, and contextual influence on first-year student outcomes. Paper presented at the Annual Forum of the Association for Institutional Research, Chicago, IL. https://eric.ed.gov/?id=ED520486