Sylvia Hurtado

UCSC STUDENT AFFAIRS: 

UCSC STUDENT AFFAIRS SHAPING THE FUTURE… TODAY

Higher Learning for Civic EngagementUCSCStudent Affairs Retreat: 

Higher Learning for Civic Engagement UCSC Student Affairs Retreat Sylvia Hurtado, UCLA Higher Education Research Institute

Key Points: 

Key Points We cannot take learning for granted in higher education. Diversity is linked with the central goals of higher education (learning and citizenship). Harness the power of the peer group to create “empowered, informed, and responsible learners” to foster college outcomes (AAC&U, Greater Expectations). Implications for student affairs practice

Theory Linking Diversity and Learning in College : 

Theory Linking Diversity and Learning in College Encountering the new and unfamiliar causes us to abandon routines and think actively Disequilibrium occurs when one encounters perspectives that depart from one’s own embedded worldview Learning and social development occurs when interacting with others who hold different perspectives Campus diversity creates conditions—disequilibria and differing perspectives– that promote learning and more complex thinking

Research: Learning From Peers: 

Research: Learning From Peers Attitudes, interest in social issues, and political involvement (Newcomb) Aspirations, beliefs, cultural awareness, values (Astin) Content knowledge, vocabulary, academic skills as well as self-awareness, and altruism (Kuh)

Goals for Preparing Students for a Diverse Democracy: 

Goals for Preparing Students for a Diverse Democracy College Provides Opportunities for Engagement College Can Develop Student Skills and Competencies Complex thinking Managing diverse perspectives, people, situations Perspective-taking Self-efficacy for social change, to actively construct our democracy Cognitive and psychosocial development is linked

Diverse Democracy Project Outcomes: 

Diverse Democracy Project Outcomes

The Project: 

The Project Focus undergraduate education on preparing students for a diverse democracy Work with campuses to implement assessment—campus research team and practice team Engender discussions across campuses/within campuses about promising practices All data collected were returned to campuses for their use

Assessment Procedure: 

Assessment Procedure Administer surveys to all entering students Smaller groups of students took standard tests of moral development, critical thinking, reflective judgment Student focus groups Administer surveys about their experiences and “re-test” on outcomes at the end of year 2 Linked institutional data (grades, retention,etc.)

Pluralistic Orientation Scale: 

Pluralistic Orientation Scale Item Loading Ability to see the world from someone .61 else’s perspective Tolerance of others with different beliefs .60 Openness to having my views challenged .57 Ability to work cooperatively with diverse .42 people Ability to discuss and negotiate controversial .38 issues

Results: Effects of Cognition/Knowledge on Pluralistic Orientation: 

Results: Effects of Cognition/Knowledge on Pluralistic Orientation

Predicting Outcomes: 

Predicting Outcomes Undergraduate Experiences Positive Informal Diversity Intergroup Service Outcome Interaction Course Dialogue Learning Analytical Problem- Solving Skills ** * Complex Thinking *** *** * Perspective-taking *** ** *** Importance of Making a Civic Contribution ** *** *** Voting in Govt. Elections *** (*)

Predicting Outcomes: 

Predicting Outcomes Undergraduate Experiences Positive Informal Diversity Intergroup Diversity Outcome Interaction Course Dialogue Co-curric. Interest in Poverty Issues *** *** ** *** Pluralistic Orientation *** * *** ** Cultural Awareness *** *** *** Concern for the Public Good *** *** *** Voting in Student Elect. ***

Student Engagement in Response to 9/11: 

Student Engagement in Response to 9/11 Collective Behaviors % of Students Displayed an American flag 41 Attended a campus vigil 35 Participated in activities to help others 21 Attended a class, seminar, campus panel, or workshop about the events 19 Donated blood 13 Did not participate in any activities 15

Unintended Event: Impact of 9/11 and Opportunities for Engagement: 

Unintended Event: Impact of 9/11 and Opportunities for Engagement Positive Effects (with student and college experience controls) Complex thinking Likelihood of returning in Fall 2002 Leadership skills Pluralistic orientation Interest in poverty and social issues Self-efficacy for social change Concern for the public good Voted in elections

Implications for Student Affairs Practice: 

Implications for Student Affairs Practice Identify cognitive and psychosocial outcomes related to goals of the institution (citizenship and learning) Foster intergroup dialogue, modes of civil discourse, service learning, positive intergroup interactions, and co-curricular activities for students to practice democratic skills Build new bridges and coalitions among student communities Pay attention to how events might impact students broadly

Findings Summary Student Learning for a Complex World and Diverse Democracy: 

Findings Summary Student Learning for a Complex World and Diverse Democracy Diversity is central to the learning process and civic mission of the institution Intentional educators do not leave learning or intergroup relations to chance Adopt practices that create intentional learners who become empowered, informed and responsible citizens

More information: 

More information Higher Education Research Institute www.gseis.ucla.edu/heri News, new research, instruments, publications, Tool kits for assessment Diverse Democracy Project website: www.umich.edu/~divdemo Federal report, click Presentations for pdf file