| dc.identifier.uri | http://hdl.handle.net/11401/76806 | |
| dc.description.sponsorship | This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. | en_US |
| dc.format | Monograph | |
| dc.format.medium | Electronic Resource | en_US |
| dc.language.iso | en_US | |
| dc.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dc.type | Dissertation | |
| dcterms.abstract | This qualitative case study concentrates on the evolution of undergraduate education at Stony Brook University, with particular focus on the establishment and continuity of the Undergraduate College program. The Undergraduate Colleges represent the most broadly imagined undertaking in undergraduate education in Stony Brook’s history and, therefore, is a good case study for the exploration of the topic of institutionalizing change and programmatic persistence. The Undergraduate Colleges marked the first attempt to establish a formal introduction to Stony Brook as a research university to all incoming freshmen, involving both academic and student affairs components and, most importantly, faculty. Program architects contended that creating smaller active learning communities would enhance the quality of education by offering a more coherent, more clearly directed first year of college with greater academic guidance and faculty participation than is typical in large public universities. Research in the sociology of higher education and the sociology of organizations are used to examine factors that contribute to enduring institutional change. Comprehensive interviews with the team that established the program, current academic and student affairs staff, the Provost, and faculty who have taught the University’s freshman seminar provided the data to explore various factors leading to the persistence of this program, which was established in 2002. I conclude that there are three primary factors to change in undergraduate education in a research university: collaboration between academic and student affairs, leadership and allocation of resources, and the role of faculty and faculty culture. | |
| dcterms.abstract | This qualitative case study concentrates on the evolution of undergraduate education at Stony Brook University, with particular focus on the establishment and continuity of the Undergraduate College program. The Undergraduate Colleges represent the most broadly imagined undertaking in undergraduate education in Stony Brook’s history and, therefore, is a good case study for the exploration of the topic of institutionalizing change and programmatic persistence. The Undergraduate Colleges marked the first attempt to establish a formal introduction to Stony Brook as a research university to all incoming freshmen, involving both academic and student affairs components and, most importantly, faculty. Program architects contended that creating smaller active learning communities would enhance the quality of education by offering a more coherent, more clearly directed first year of college with greater academic guidance and faculty participation than is typical in large public universities. Research in the sociology of higher education and the sociology of organizations are used to examine factors that contribute to enduring institutional change. Comprehensive interviews with the team that established the program, current academic and student affairs staff, the Provost, and faculty who have taught the University’s freshman seminar provided the data to explore various factors leading to the persistence of this program, which was established in 2002. I conclude that there are three primary factors to change in undergraduate education in a research university: collaboration between academic and student affairs, leadership and allocation of resources, and the role of faculty and faculty culture. | |
| dcterms.available | 2017-09-20T16:51:13Z | |
| dcterms.contributor | Goodman, Norman | en_US |
| dcterms.contributor | Feldman, Kenneth | en_US |
| dcterms.contributor | Marrone, Catherine | en_US |
| dcterms.contributor | London, Manuel. | en_US |
| dcterms.creator | Di Donato, Donna M. | |
| dcterms.dateAccepted | 2017-09-20T16:51:13Z | |
| dcterms.dateSubmitted | 2017-09-20T16:51:13Z | |
| dcterms.description | Department of Sociology | en_US |
| dcterms.extent | 194 pg. | en_US |
| dcterms.format | Monograph | |
| dcterms.format | Application/PDF | en_US |
| dcterms.identifier | http://hdl.handle.net/11401/76806 | |
| dcterms.issued | 2016-12-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2017-09-20T16:51:13Z (GMT). No. of bitstreams: 1
DiDonato_grad.sunysb_0771E_12968.pdf: 1399745 bytes, checksum: 97b1b16310b7b0f92b81caa9934ff59f (MD5)
Previous issue date: 1 | en |
| dcterms.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dcterms.subject | Sociology -- Higher education -- Organization theory | |
| dcterms.title | Institutional Change in Undergraduate Education at a Research University: The Stony Brook Undergraduate Colleges | |
| dcterms.type | Dissertation | |
