Transcript The Research University Advantage

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.”
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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
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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
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Field of study (defined as two-digit CIP codes)
Type of career aspiration
Gender
Race/Ethnicity (including International)
Family income (including Independent category)
Parental education
Immigrant generation
Cumulative college GPA
Paid employment (hours)
Entry/Level status (Lower Division, Upper
Division, Transfer)
HS GPA; SAT scores
SOME EXPLORATORY RESEARCH
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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 (S
TUART
& THOMSON, 2013)
Academic Time
The sum of hours per week in class and hours per week studying.
High engagement defined as 41 hours per week or more.
Academic Engagement
Seven 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 Engagement
Three 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 Leadership
Leader 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 Engagement
Participation 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
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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
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