THE RESEARCH UNIVERSITY ADVANTAGE

Exploring the Pillars of Undergraduate Engagement: The Disciplines, Research, Civic Engagement, and Co-Curricular Life

John Douglass (CSHE), Igor Chirikov (HSE) & Gregg

Thomson (CSHE)

THE NARROW VIEW

Academically Adrift: Recent critique of American higher education: (1) students do not learn enough, (2) the curriculum is not rigorous, (3) students do not spend enough time studying and gaining critical thinking skills

The [only] function of higher education is the production of a reasonably skilled labor force

Focus on various “efficiency” metrics, e.g., WASC’s new “unit conversion ratio” and undue concern with “administrative bloat.”

THE BROADER VIEW

Research university undergraduates have opportunities for multiple forms of engagement and learning

The purpose of American higher education should be to produce graduates equipped for both careers and participation as citizens in our democracy

Our research agenda for SERU both can and should embrace this broader view; we have, in other words, the opportunity to assess the multiple “pillars” of undergraduate engagement

THE PILLARS OF ENGAGEMENT

Academic engagement and the crucial role of the disciplines in the shape and form of this engagement

Research engagement: the extent of research experience

Civic engagement and community service outside of the classroom

Co-curricular activity and leadership and the learning associated with this

SELECTED VARIABLES FROM SERU

1. Field of study (defined as two-digit CIP codes)2. Type of career aspiration 3. Gender4. Race/Ethnicity (including International)5. Family income (including Independent

category)6. Parental education7. Immigrant generation8. Cumulative college GPA9. Paid employment (hours)10. Entry/Level status (Lower Division, Upper

Division, Transfer)11. HS GPA; SAT scores

SOME EXPLORATORY RESEARCH

Brown, C. & Stuart, G. (2012). The University of Texas at Austin and the Research University Advantage. Division of Student Affairs, University of Texas.

Thomson, G. & Cantwell, A. (2012). Academically secure? Undergraduates with High Levels of Academic Engagement, Civic Engagement, and Co-Curricular Leadership. 6th Annual SERU Symposium, University of California, Berkeley.

Stuart, G. and Thomson, G. (2013). Adrift or engaged? What the SERU data tells us. 7th Annual SERU Symposium, University of Texas, Austin.

Brint, S. and Cantwell, A. (2014). Co-curricular study. Fall 2014 SERU Business Meeting and Colloquium, University of Minnesota-Twin Cities.

ENGAGEMENT MEASURES (STUART & THOMSON,

2013)

Academic TimeThe sum of hours per week in class and hours per week studying.High engagement defined as 41 hours per week or more.

Academic EngagementSeven items measuring frequency of classroom and instructor interaction.High engagement defined as as “Often” or “Very often” on at least five of the items.

Research EngagementThree items indicating experience assisting faculty with research for credit, for pay, or as a volunteer, respectively.High engagement defined as “yes” for at least two of these plus of those with one of these who had also taken a research seminar and/or student research course.

Co-Curricular LeadershipLeader or officer for at least one of ten types of campus organizations.

High engagement defined as leader or officer plus at least 6-10 hours per week in student organization activity.

Community and Civic EngagementParticipation in community service activity this academic year.High engagement defined as at least 6-10 hours per week or at least 51-100 hours total type in community service or related activity.

ENGAGEMENT MEASURES: HIGHEST AND LOWEST

Academic Time

Highest: CIP: Engineering, CIP: Health Professions, Career: Engineering

Lowest: CIP: English, GPA: Under 2.7, CIP: Philosophy & Religious Studies

Academic Engagement

Highest: CIP: Philosophy & Religious Studies, Career: Law, CIP: History, English

Lowest: Ethnicity: Asian, Lower Division, Career: Engineering

Research Engagement Highest: Career: Research Scientist, CIP: Psychology, CIP: Biological Sciences

Lowest: CIP: Liberal Arts; CIP: Philosophy; Lower Division; CIP: English

Co-Curricular Leadership Highest: CIP: Communications, Upper Division, CIP: Business, Career: Law

Lowest: Transfer Student, Independent Student, CIP: Mathematics, Lower Division

Community Engagement Highest: CIP: Health Profession, Career: Medicine, CIP: Liberal Arts

Lowest: CIP: Computer Science, Career: Engineering, CIP: Physical Science

THE SERU RESEARCH CHALLENGE Engage in a program of research that defines and

validates the various measures of the academic, research, civic, and co-curricular engagement

Conduct descriptive studies that can display the relationship of background variables and field of study to the distributions on these measures individually and together; examine variation across institutions

Develop multivariate analyses that examine the relationship of engagement factors to outcomes (satisfaction, learning gains, post-graduate educational plans), controlling for background variables

Produce and publicize research reports that effectively communicate the “broader view” of undergraduate experience at the research university as documented by our SERU research.

MAKING IT HAPPEN

Ideas and reactions to the Research University Advantage idea

Directions for the research Discussion