WorldCat Identities

Astin, Alexander W.

Works: 174 works in 520 publications in 2 languages and 17,272 library holdings
Genres: Examinations  Case studies  Bibliography  Abstracts 
Roles: Author, Other
Classifications: LA229, 378.19810973
Publication Timeline
Most widely held works by Alexander W Astin
Assessment for excellence : the philosophy and practice of assessment and evaluation in higher education by Alexander W Astin( Book )

27 editions published between 1990 and 2012 in English and held by 1,992 WorldCat member libraries worldwide

The second edition of Assessment for Excellence arrives as higher education enters a new era of the accountability movement. In the face of mandates such as results-based funding and outcomes-based accreditation, institutions and assessment specialists are feeling increasingly pressured to demonstrate accountability to external constituencies. The practice of assessment under these new accountability pressures takes on special significance for the education of students and the development of talent across the entire higher education system. This book introduces a talent development approach to educational assessment as a counter to prevailing philosophies, illustrating how contemporary practices are unable to provide institutions with meaningful data with which to improve educational outcomes. It provides administrators, policymakers, researchers, and analysts with a comprehensive framework for developing new assessment programs to promote talent development and for scrutinizing existing policies and practices. Written for a wide audience, the book enables the lay reader to quickly grasp the imperatives of a properly-designed assessment program, and also to gain adequate statistical understanding necessary for examining current or planned assessment policies. More advanced readers will appreciate the technical appendix for assistance in conducting statistical analyses that align with a talent development approach. In addition, institutional researchers will benefit from sections that outline the development of appropriate student databases. - Publisher
Developing non-hierarchical leadership on campus : case studies and best practices in higher education by Charles L Outcalt( )

1 edition published in 2001 in English and held by 1,903 WorldCat member libraries worldwide

Annotation Many problems that plague modern American society, including disappearance of community, decaying inner cities, racial tensions, environmental degradation, declining civic engagement, and the increasing ineffectiveness of government, to name a few, are in many respects problems of leadership. Leadership means not only what elected and appointed public officials do, but also the critically important civic work performed by those individual citizens who are actively engaged in making a positive difference in society. Clearly, one of the major problems with contemporary civic life in America is that too few of our citizens are actively engaged in efforts to effect positive social change. Educators seldom acknowledge higher education's possible contribution to these problems or the role that it might play in alleviating them. Colleges and universities provide rich opportunities for developing leaders through the curriculum and co-curriculum. Co-curricular experiences not only support and augment the students' formal classroom and curricular experience, but can also create powerful learning opportunities for leadership development through collaborative group projects that serve the institution or the community. These projects can be implemented through service learning, residential living, community work, and student organizations. In the first section, Alexander W. Astin and Helen S. Astin, two of the most influential authors in education and co-principal investigators for the research team that devised Social Change Model of Leadership Development, share their insights on the model they helped create. Also in this section, other leading theoreticians offer provocative and challenging insights into non-hierarchical leadership. The second section features case studies and other examples from the practical realm. Contributions come from a wide array of programs and institutions, from community colleges to Ivy League institutions to urban public universities. Because campuses are increasingly diverse, leadership programs must not only acknowledge but embrace the multiplicity of identities personified in their students. Accordingly, the next section offers essays and case studies on complex issues of intersection of leadership and identity. The book concludes with two chapters essential for those seeking to access leadership development: one focusing on the need for assessment, the other containing an account of the first-ever instrument designed specifically to access non-hierarchical leadership, written by the creator of this instrument
What matters in college? : four critical years revisited by Alexander W Astin( Book )

19 editions published between 1992 and 2010 in English and Undetermined and held by 1,312 WorldCat member libraries worldwide

"What is the impact of college attendance on students' personal, social, academic, and vocational development? Do different types of colleges produce different outcomes? How important is the curriculum as opposed to the student peer group and the faculty? How are students affected by the quality and quantity of their personal involvement in the academic and extracurricular life of the institution?" "In 1977, Alexander Astin attempted to answer these and other key questions in Four Critical Years, a book the Journal of Higher Education has since called the most frequently cited work in the higher education literature. In What Matters in College? Astin presents a completely new and expanded study of how students change and develop in college - and reveals how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences. He examines more than 190 environmental characteristics of institutions and details how these factors can shape students' personality and self-concept, patterns of behavior, values and beliefs, academic and cognitive development, career development, and satisfaction with the college environment."--Jacket
Four critical years by Alexander W Astin( Book )

33 editions published between 1977 and 1991 in English and Undetermined and held by 1,309 WorldCat member libraries worldwide

This analysis of how college affects students is based on the largest nationwide study of student development ever undertaken, a ten-year effort by the Cooperative Institutional Research Program of the American Council on Education and the University of California at Los Angeles. Using longitudinal data from over 200,000 students and 300 institutions and employing measures for more than 80 student outcomes, the study covers student attitudes, self-concepts, values, aspirations, behavior patterns, persistence, achievement, competency, career development, and satisfaction. It is shown how outcomes are affected by contrasting types of colleges, and the relative impact is estimated of institutions versus the effects of developing maturity. Examined are policy implications of the study in light of current trends in higher education. It is shown, for example, that the benefits of attending college are being seriously curtailed by recent changes in higher education, including expansion of the public sector, the trend toward larger institutions, and the deemphasis on residential experience. (Editor/MSE)
Preventing students from dropping out by Alexander W Astin( Book )

22 editions published between 1975 and 1977 in English and held by 1,083 WorldCat member libraries worldwide

Au-delà de statistiques et de l'analyse des causes de l'abandon des études au niveau secondaire et universitaire, l'auteur apporte de nouvelles données susceptibles de résoudre ce problème
Achieving educational excellence by Alexander W Astin( Book )

18 editions published between 1985 and 1991 in 3 languages and held by 1,066 WorldCat member libraries worldwide

Minorities in American higher education by Alexander W Astin( Book )

8 editions published between 1982 and 1993 in English and Undetermined and held by 748 WorldCat member libraries worldwide

The invisible colleges; a profile of small, private colleges with limited resources by Alexander W Astin( Book )

14 editions published between 1971 and 1972 in English and held by 723 WorldCat member libraries worldwide

The "invisible" colleges - private, often church-affiliated institutions with relatively open admissions policies and enrollments under 2,500 - comprise one-third of the four-year colleges in the United States and enroll almost 500,000 students. The author believes that only these colleges can offer their particular students the kind of college experience they seek. (Mjm)
Maximizing leadership effectiveness by Alexander W Astin( Book )

10 editions published between 1980 and 1993 in English and Undetermined and held by 612 WorldCat member libraries worldwide

The effect of the managerial style of a college's administrative team on student and faculty behaviors is examined. Reported are the findings of a five-year nationwide study that collected data on the style of administrations at each of 49 colleges and universities and information on the degree of student and faculty satisfaction and involvement at each institution. Four principal types of college and university presidents emerged (the bureaucrat, the intellectual, the egalitarian, and the counselor) and five major styles of administration (hierarchical, humanistic, entrepreneurial, insecure, and task-oriented). Chapters discuss: assessing administrative impacts; profiles of senior academic officers; presidential and administrative styles; leadership impact on faculty and students; implications for practice; and proposals for change in college administrations. Appendices include sample questionnaires, coding scheme for faculty responses, and detailed profiles of chief administrators. Among the several conclusions reached were that colleges with intellectual presidents usually show more faculty time spent on research; colleges with egalitarian presidents report student satisfaction with curriculum counseling and with the accessibility of faculty members generally. It is suggested that a student-oriented approach to administration and planning results in effective leadership. References and an index are provided. (Lc)
The Power of protest by Alexander W Astin( Book )

10 editions published between 1975 and 1980 in English and held by 606 WorldCat member libraries worldwide

The college environment by Alexander W Astin( Book )

11 editions published between 1968 and 1981 in English and held by 589 WorldCat member libraries worldwide

College student outcomes assessment : a talent development perspective by Maryann Jacobi Gray( Book )

11 editions published between 1987 and 1990 in English and held by 579 WorldCat member libraries worldwide

The educational and vocational development of college students by Alexander W Astin( Book )

8 editions published between 1969 and 1971 in English and held by 538 WorldCat member libraries worldwide

Cultivating the spirit : how college can enhance students' inner lives by Alexander W Astin( Book )

12 editions published between 2010 and 2013 in English and held by 505 WorldCat member libraries worldwide

"This book is predicated on the belief that the spiritual development of college students has been largely ignored in our colleges and universities, despite the importance of spiritual matters to young people in their quest to lead integrated lives. Thus, while academics are understandably proud of their "outer" accomplishments in the fields of science, medicine, technology, and commerce, colleges and universities have increasingly come to neglect the student's "inner" development--the sphere of values and beliefs, emotional maturity, spirituality, and self-understanding. The book defines "spiritual development" very broadly: how students make meaning of their education and their lives, how they develop a sense of purpose, the value and belief dilemmas that they experience, as well as the role of religion, the sacred, and the mystical in their lives. Each student, of course, will view his or her spirituality in a unique way. For many, traditional religious beliefs and practices may form the core of their spirituality; for others such beliefs and practices may play little or no part. While two-thirds of the students in the study express a strong interest in spiritual matters, well over half report that their professors never encourage discussions of religious/spiritual matters, and about the same proportion report that professors never provide opportunities to discuss the purpose and meaning of life. By raising public awareness of the important role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying possible strategies for enhancing that development, the book will encourage institutions to give greater priority to these spiritual aspects of students' educational and personal development"--
Predicting academic performance in college; selectivity data for 2300 American colleges by Alexander W Astin( Book )

8 editions published in 1971 in English and Undetermined and held by 411 WorldCat member libraries worldwide

Admitting and assisting students after Bakke( Book )

6 editions published in 1978 in English and held by 379 WorldCat member libraries worldwide

Academic gamesmanship : student-oriented change in higher education by Alexander W Astin( Book )

7 editions published in 1976 in English and Undetermined and held by 344 WorldCat member libraries worldwide

The book is based in part on an unusual kind of social experiment whose main purpose was to see if a diverse group of 19 colleges and universities could be stimulated to undertake changes in their policies and programs that would be designed primarily to improve the educational environment for students. The stimulus for change was comprehensive data, previously unavailable, showing the effect each college was having on its students. Many things were discovered about the processes of gamesmanship in academe: how decisions do (and do not) get made, how committees operate, how data are interpreted (and misinterpreted), and how and why faculty members resist change. At the same time, a number of very practical ideas were developed about how to design future change strategies to maximize the chances that constructive change will occur. The experiment and the results are explained in detail. (Author/MSE)
Who goes where to college? by Alexander W Astin( Book )

7 editions published in 1965 in English and held by 312 WorldCat member libraries worldwide

The American freshman : twenty-five year trends, 1966-1990 by Eric L Dey( Book )

3 editions published in 1991 in English and held by 229 WorldCat member libraries worldwide

This report summarizes trends identified in 25 years of the Cooperative Institutional Research Program's annual surveys of college freshmen. It documents an array of demographic, attitudinal, and social changes involving students entering the nation's colleges since the survey's inception in 1966. Major findings from this report point to significant changes in students' academic skills, self-image, and personal goals, as well as in their preferences for college majors and careers. Presented are separate normative data summaries for men, women, and all freshmen. Among the trends in recent years are increases in the areas of student altruism, support for school integration through busing, and interest in promoting racial understanding. In addition, there is evidence of increasing student support for the environment and abortion rights. The most dramatic changes that are revealed by the data concern the effects of the Women's Movement and the changing role of women in American society. Tables comprise nearly half the report. Appendices present research methodology, a list of colleges and universities participating in the surveys, the precision of the normative data and their comparisons, and the aggregation of major and career responses. Contains 21 references. (Glr)
Are you smart enough? : how colleges' obsession with smartness shortchanges students by Alexander W Astin( Book )

2 editions published in 2016 in English and held by 196 WorldCat member libraries worldwide

This book explores the many ways in which the obsession with “being smart” distorts the life of a typical college or university, and how this obsession leads to a higher education that shortchanges the majority of students, and by extension, our society’s need for an educated population. The author calls on his colleagues in higher education to return the focus to the true mission of developing the potential of each student: However “smart” they are when they get to college, both the student and the college should be able to show what they learned while there. Unfortunately, colleges and universities have embraced two very narrow definitions of smartness: the course grade and especially the standardized test. A large body of research shows that it will be very difficult for colleges to fulfill their stated mission unless they substantially broaden their conception to include student qualities such as leadership, social responsibility, honesty, empathy, and citizenship
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Developing non-hierarchical leadership on campus : case studies and best practices in higher education
Developing non-hierarchical leadership on campus : case studies and best practices in higher educationWhat matters in college? : four critical years revisitedFour critical yearsCollege student outcomes assessment : a talent development perspectiveCultivating the spirit : how college can enhance students' inner lives
Alternative Names
Alexander Astin Allan M. Carter Distinguished Professor Emeritus of Higher Education and Organizational Change/University of California/Los Angeles

Astin, Alexander W.

English (233)

French (1)