July 21, 2015

Foundation and Framework

Major college student development and transition theories inform different aspects of our work in UNIV Courses and Programs. As we have explored and defined the theoretical foundations that undergird our transition courses and programs, we have built a conceptual framework which identifies areas in which each unique Mason student develops. This begins in our UNIV 100/150 freshman transition course, focusing on emerging self-authorship, citizenship, and scholarship, and progressively continues throughout the UNIV course structure across the undergraduate years. Our goal is to support Mason student success and progress towards becoming The Mason Graduate.

The conceptual model below captures this program framework:

Holistic Student Growth


Literature that Supports and Inspires Framework:

Baxter Magolda, M. B. (2009).  The activity of meaning making: A holistic perspective on college student development.  Journal of College Student Development50, 621-639.

Keeling, R. P. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience.  Washington, DC: National Association of Student Personnel Administrators and American College Personnel Association.

References from (unpublished) dissertation, “A Qualitative Analysis of Students’ Perception of Holistic Development Within the Context of a First Year Seminars”  (Jacquelyn Nash, 2011)




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