Adrift or Engaged? Exploring a Multi-Engagement Model of the Student Experience Using SERU Data BEAR Seminar – Graduate School of Education – UC Berkeley – March 21 2017 Gregg Thomson (CSHE/Saint Mary’s College) - John Douglass (CSHE) Center for Studies in Higher Education – Goldman School of Public Policy – UC Berkeley SERU RUA Project Colleagues: Igor Chirikov (CSHE/HSE-Moscow) Ron Huesman (UMN), Tongshan Chang (UCOP), and Steve Brint (UC Riverside)
SERU - Turning to the Student Side of the Research University’s Mission Research/Know ledge Production Public/ Teaching and Community Learning Service Seeking a Holistic Understanding of the Student Experience
SERU - Turning to the Student Side of the Research University’s Mission UG Survey – 2002 Graduate Student Survey – 2014 Research/Know Census – Online - Customized ledge Production Public/ Teaching and Community Learning Service Seeking a Holistic Understanding of the Student Experience
SERU-AAU Consortium Members University of California – Berkeley+ all the UC UG Campuses Rutgers University University of Florida University of Michigan University of Minnesota University of Oregon University of Pittsburgh University of Texas University of Southern California University of North Carolina University of Virginia Texas A&M University Purdue University University of Iowa University of Washington Michigan State University University of Toronto University of Connecticut** University of Delaware
SERU-AAU Consortium Members SERU-I Consortium Members University of California – Berkeley+ all the UC UG Campuses Universidade Estadual de Campinas (Unicamp) Rutgers University Hunan University University of Florida Nanjing University University of Michigan Xi’ an Jiaotong University University of Minnesota Amsterdam University College (AUC) University of Oregon University of Cape Town* University of Pittsburgh University of Bristol* University of Texas University of Oxford* University of Southern California Higher School of Economics – Moscow University of North Carolina Osaka University University of Virginia Tongji University Texas A&M University Hiroshima University Purdue University Lancaster University University of Iowa Utrecht University Lund University University of Washington Universität Bremen Michigan State University Georg-August-Universität Göttingen University of Toronto Humboldt-Universität zu Berlin University of Connecticut** University of Freiburg University of Delaware National University of Singapore
SERU-AAU Consortium Members SERU-I Consortium Members University of California – Berkeley+ all the UC UG Campuses Universidade Estadual de Campinas (Unicamp) Rutgers University Hunan University University of Florida Nanjing University University of Michigan Xi’ an Jiaotong University University of Minnesota Amsterdam University College (AUC) University of Oregon University of Cape Town* University of Pittsburgh University of Bristol* University of Texas University of Oxford* University of Southern California Higher School of Economics – Moscow University of North Carolina Osaka University University of Virginia Tongji University Texas A&M University Hiroshima University Purdue University Lancaster University University of Iowa Utrecht University Lund University University of Washington Universität Bremen Michigan State University Georg-August-Universität Göttingen University of Toronto Humboldt-Universität zu Berlin University of Connecticut** University of Freiburg University of Delaware National University of Singapore
SERU Undergraduate Survey Instrument Core Module (36 questions) Academic and research engagement, time use, learning outcomes, personal development, plans and aspirations, satisfaction and background characteristics Module 1 Module 2 Module 3 Module 4 Module 5 (11 questions) (23 questions) (11 questions) (12 questions) (6 questions) Academic Community Student Life Uses of International Experience and Civic and Technology Students and Engagement Development Globalization Campus Wildcard: a set of questions specific to the campus
Uses of SERU Data • Catalyst for Campus Discussion on Strengths and Weaknesses • Program Review • Campus Internal Studies/Departmental Use • Common Source of Info – what does SERU tell us? • Campus accreditation SERU • National Accountability External Regimes – in US VSA DATA • Media and public relations • Research and Policy Analysis: • RUA Project • International Students Policy • Research Engagement • Global Skills . . . • In Turn: • Leads to New HEI’s Policy • Informs the SERU Survey
SERU - Research University Advantage Project (RUA)
UG Education - The Narrow View Academically Adrift (2011) induced critique of American higher education: • the curriculum is not rigorous. o students do not spend enough time in class and studying. o students do not learn enough and most are drifting through their academic careers – at all types o of HE institutions. “ Its official,” stated a one news article, “college student learn next to nothing. ”
UG Education - The Narrow View Academically Adrift (2011) induced critique of American higher education: • the curriculum is not rigorous. o students do not spend enough time in class and studying. o students do not learn enough and most are drifting through their academic careers – at all types o of HE institutions. “It’s official,” stated one news article, “college student learn next to nothing. ” Is this True?
UG Education - The Narrow View Academically Adrift (2011) induced critique of American higher education: • the curriculum is not rigorous. o students do not spend enough time in class and studying. o students do not learn enough and most are drifting through their academic careers – at all types o of HE institutions. “It’s official,” stated a one news article, “college student learn next to nothing. ” Is this True? Perception (reality?) that Research Universities are not concerned enough about • the quality of Undergraduate Education – a la Boyer Report
UG Education - The Narrow View Academically Adrift (2011) induced critique of American higher education: • the curriculum is not rigorous. o students do not spend enough time in class and studying. o students do not learn enough and are drifting through their academic careers – at all types of o HE institutions. “It’s official,” stated a one news article, “college student learn next to nothing. ” Is this True? Perception (reality?) that Research Universities are not concerned enough about • the quality of Undergraduate Education – a la Boyer Report The primary [only?] function of higher education is the production of a skilled labor • force and promise of future personal income.
UG Education - Our Broader SERU View UG Student Undergraduates at Research Intensive • Experience Universities have opportunities for multiple forms of engagement and learning that are perhaps unique in their range and depth. The purpose of higher education should be • to produce graduates equipped for both careers and democratic citizenship.
What Are Employers Looking For? Template for Recent Graduates’ Resume from Yale University Curricular Engagement Study Abroad Research Engagement Extra-Curricular Engagement Civic Engagement
Students and the Multiversity Metaphor The modern comprehensive university is like a city. It has many subcultures, experiences, and responsibilities that reflect its growing role in society. UG Student Experience
Students and the Multiversity Metaphor The modern comprehensive university is like a city. It has many subcultures, experiences, and responsibilities that reflect its growing role in society. UG Student “ Some get lost in the city,” Clark Kerr once Experience explained, “while others, both faculty and students, find communities within the larger institution. ” The “city,” continued Kerr, “is more like the totality of civilization. ”
Students and the Multiversity Metaphor The modern comprehensive university is like a city. It has many subcultures, experiences, and responsibilities that reflect its growing role in society. UG Student “ Some get lost in the city,” Clark Kerr once Experience explained, “while others, both faculty and students, find communities within the larger institution. ” The “city,” continued Kerr, “is more like the totality of civilization. ” • Are our AAU universities helping students navigate and take advantage of the opportunities for multiple forms of Engagement and learning? • Are they innovating in an era of reduce public investment and often rising student to faculty ratios?
Our SERU RUA Conceptual Lens
The Four RUA Spheres of Multi-Engagement Research Curricular Engagement Engagement UG Student Experience Public/Community Extracurricular Service Activities Seeking a Holistic Understanding of the Student Experience
Popular Sense of the Average? Curricular Engagement Research Engagement UG Student Experience Extracurricular Activities Public/Com munity Service
Closer to AAU Reality Average? Curricular Engagement Research Engagement UG Student Experience Extracurricular Public/Community Activities Service
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