Supplemental enrichment programming enhances success in pre-dental master program in accordance with student development theory
OA Version
Citation
Abstract
Student development theory explores ways to develop student growth and help them succeed through involvement, processing, and learning. Different aspects of a student's life are analyzed, primarily from the undergraduate perspective, to see their contributions to overall student success. One of the major pillars the student development theory focus on is the source of motivation and how it affects cognitive development. Other important factors of student success according to the student development theory is the student-advisor relationship, academic credentials, family values and upbringing, and personal motivation.
Literature showed that intrinsic motivation plays a crucial role in deep cognitive development. This is contrary to shallow cognitive development which primarily accesses the short-term memory and does not allow for high levels of processing. This is primarily fueled by extrinsic motivation.
Aside from student motivation, it is important to review how universities set students up and create the best environment for them in order to be successful. This study focused on students in Boston University’s Oral Health Sciences (OHS) Master’s program. The attendance, satisfaction, and effectiveness of academic and social enrichment activities were evaluated. Research was conducted on graduating OHS students focusing on academic enrichment questions asked using the online survey platform Qualtrics. Survey questions asked for a satisfaction rating of activities using a 5- or 7- point Likert scale and also for open response comments to gain further insight into motivation and impact.
Survey results showed a very high satisfaction and helpfulness rate with both academic enrichment and social enrichment opportunities such as one-on-one tutoring, teaching assistant run review sessions, and study skills development workshop panels. Social enrichment events on campus and in the surrounding city increased a strong sense of community and support from peers and mentors. Open response comments extracted from the students directly stated that they benefited strongly from their advisors and received helping hands towards success from the strong OHS community that was built.
In conclusion, although a student’s responsibility is still to study, learn and perform well academically, there are many avenues of intervention available to assist and maximize a student’s capabilities and help them be successful in accordance with student development theory at the graduate level.