A Historical Case Study of the Ohio Fellows: A Co-Curricular Program and its Influence on Collegiate and Post-Collegiate Success A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Stephen A. Cocumelli December 2019 © 2019 Stephen A. Cocumelli. All Rights Reserved. 2 This dissertation titled A Historical Case Study of the Ohio Fellows: A Co-Curricular Program and its Influence on Collegiate and Post-Collegiate Success by STEPHEN A. COCUMELLI has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Peter C. Mather Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract COCUMELLI, STPEHEN A. , Ph.D., December 2019, Higher Education A Historical Case Study of the Ohio Fellows: A Co-Curricular Program and its Influence on Collegiate and Post-Collegiate Success Director of Dissertation: Peter C. Mather With an increased focus on accountability in higher education, particularly concerning institutional effectiveness, it has become vital for universities to determine what experiences students consider influential to their success. Although academics tend to be most emphasized in discussions surrounding institutional effectiveness, co- curricular programs also have the potential to play a crucial role in student achievement. Due to the impact these programs may have on student success, this qualitative case study sought to explore the influence the Ohio Fellows program had on collegiate and post-collegiate success at Ohio University. Through analysis of archival information about the Ohio Fellows in conjunction with interviews conducted with original and current participants, the purpose of the program, its connections to success, and changes since its inception were recognized. The students who participated in the Ohio Fellows were reliant on an influential community, which evolved over time, as it focused on developing them into actively socially-conscious future leaders, while illustrating which attributes lent themselves to collegiate and post-collegiate success. 4 Dedication To my niece, Victoria, who inspired my career in education through elementary school projects. 5 Acknowledgments The Ph.D. journey is never an easy one and because of my family’s unwavering support this accomplishment is as much theirs as it is mine. From my Dad who has always believed in me even when I did not believe in myself to my Mom who has always pushed me to better myself, this degree would not have been possible without them. I would also like to thank my sisters, Kiki and Mary, for their encouragement during this process. An additional special thanks goes to Mary who was always ready to offer a helping hand. To my cousin Nicole whose visits provided a respite from the stress of graduate school, she proved that sometimes family-time is the best medicine. And a special thanks to my partner John who not only served as a sounding board as I wrote this dissertation but has also read and helped me edit every paper I have written since my undergraduate career. Although our time in Athens was a challenge more often than not, our commitment to one another helped get us through the darkest days. I would be remiss to not also thank my dissertation committee, Dr. Mather, Dr. Yang, Dr. Harrison, and Dr. Kessler, who have helped me think more critically about my dissertation through their varying perspectives and expertise. I also want to give further thanks to my committee chair and adviser, Dr. Mather, whose guidance and encouragement over the past four years was instrumental in my academic success and the completion of this dissertation. And, finally, Dr. Yang it was a pleasure serving as your GA these past several years. The consideration and compassion you have for your students was always evident and your desire to grow as an educator was inspiring. 6 Table of Contents Page Abstract ...........................................................................................................................3 Dedication .......................................................................................................................4 Acknowledgments ...........................................................................................................5 List of Tables................................................................................................................. 11 Chapter One: Introduction ............................................................................................. 12 The Ohio Fellows .................................................................................................... 14 Research Purpose and Questions .............................................................................. 17 Significance ............................................................................................................. 18 Importance of co-curricular activities ................................................................. 18 Co-curricular programs and assessment of colleges and universities ................... 21 Contribution to Ohio University and higher education ........................................ 22 Audience ................................................................................................................. 24 Limitations .............................................................................................................. 25 Summary ................................................................................................................. 27 Chapter Two: Literature Review .................................................................................... 29 Theoretical Assumptions .......................................................................................... 31 Baxter Magolda’s theory of self-authorship ........................................................ 31 Tinto’s theory of social integration ..................................................................... 35 Literature on Tinto’s social integration theory .............................................. 37 Park’s theory of mentorship ............................................................................... 40 Defining Success ..................................................................................................... 43 Literature on success .......................................................................................... 44 Alumni Assessment ................................................................................................. 48 Co-Curricular Programming .................................................................................... 55 Defining co-curricular programs ........................................................................ 55 Literature on co-curricular programs .................................................................. 56 Passive co-curricular involvement ................................................................ 56 Service learning............................................................................................ 57 Sense of community ..................................................................................... 61 Student leadership ........................................................................................ 62 7 Summary ................................................................................................................. 65 Chapter Three: Methodology ......................................................................................... 67 Research Design ...................................................................................................... 68 Case study .......................................................................................................... 68 Data Collection ........................................................................................................ 71 Interviews .......................................................................................................... 71 Document analysis ............................................................................................. 72 Observation ........................................................................................................ 73 Sampling procedure ........................................................................................... 74 Participants ........................................................................................................ 75 Interview protocol .............................................................................................. 76 Data Analysis ..................................................................................................... 76 Validity and reliability ....................................................................................... 81 Triangulation ................................................................................................ 81 Peer examination .......................................................................................... 82 Member checking ......................................................................................... 82 Researcher bias ............................................................................................ 83 Summary ................................................................................................................