T HE R ESEARCH U NIVERSITY A DVANTAGE 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

T HE P ILLARS OF E NGAGEMENT 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. Gender 4. Race/Ethnicity (including International) 5. Family income (including Independent category) 6. Parental education 7. Immigrant generation 8. Cumulative college GPA 9. 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. 6 th Annual SERU Symposium, University of California, Berkeley. Stuart, G. and Thomson, G. (2013). Adrift or engaged? What the SERU data tells us. 7 th 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.

E NGAGEMENT M EASURES (S TUART & T HOMSON, 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 hours total type in community service or related activity.

E NGAGEMENT M EASURES : H IGHEST 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