Civic Responsibility: - Association of American Colleges and ...

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adjusted to account for bias in response patterns. However, since the project design did not randomly select institutions to participate in the consortium, the overall sample is not representative of the four populations, nationally. A Note about the Data Campus climate data are self-reported data that focus on participants’ perceptions of the campus environment. They do not capture what an institution is actually doing with regard to the phenomena under investigation. The PSRI results may point to (1) a lack of awareness about existing programs and practices related to personal and social responsibility, (2) a lack of impact of these programs and practices on the overall institutional culture, or (3) actual gaps in programs and practices. The Leadership Consortium institutions are using their own data to probe the situation on their individual campuses. The data are disaggregated where relevant by factors such as students’ year in school, professional category (faculty, student affairs professionals, and academic administrators), and institutional type. To better highlight comparisons with student responses, several graphs combine faculty, student affairs professionals, and academic administrators into a single campus professionals category where such group differences were found to be inconsequential. All student data presented in this document are reported in a weighted format. Weights were determined for each student using the framework suggested by Dey (1997), a common procedure to adjust the individual responses in the sample to more closely resemble the population of interest, lending more validity to inferences made from the data. Campus-specific response rates were calculated for eight subgroups of students: men, women, minority students, white students, first-year students, sophomores, juniors, and seniors. A weighted value for each subgroup was calculated by comparing the known campus population with the value of the sample population on each dimension of interest. In total, there are 184 subgroup weights (twenty-three campuses, each with eight student subgroups). PSRI data previously reported were not in the current weighted format. Also, the research team chose to focus on “strongly agree” and “frequently” responses for this report because these were leadership institutions chosen for their activity and commitment to the five dimensions. As such, the most prominent results from this study can be disseminated to the broader higher education community in an effort to spark deeper conversations and ultimately increase and enhance opportunities for students to contribute to the larger community. 24 association of american colleges & universities
About the Authors Eric L. Dey is a professor at the Center for the Study of Higher and Postsecondary Education, University of Michigan and director of research and assessment for Core Commitments. Dey earned his PhD in higher education from the University of California at Los Angeles (UCLA), and holds master of education and bachelor of general studies degrees from Wichita State University. Prior to joining the University of Michigan faculty, he directed the Cooperative Institutional Research Program (CIRP) as an associate director of the UCLA Higher Education Research Institute (HERI). Dey’s research focuses on the ways that colleges and universities shape the experiences and lives of students and faculty. He was a member of the team of social scientists that provided research on the educational effects of diverse student bodies, which was foundational to the Supreme Court’s decision supporting the continuing use of affirmative action in college admissions. In 1998, Dey was selected as one of forty “Young Leaders of the Academy” by Change magazine and received the Early Career Achievement Award from the Association for the Study of Higher Education (ASHE). More recently, ASHE also honored his work on the University of Michigan’s Affirmative Action Legal Defense team with a Special Merit Award in 2003. Cassie L. Barnhardt is a doctoral candidate at the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Her scholarly interests include organizational theory, social movements in higher education, civic engagement, and liberal education. Mary Antonaros is a doctoral candidate in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Her research interests include organizational leadership and behavior in higher education. She is currently researching gender differences in leadership styles and its influence on leader effectiveness for college presidents. Molly C. Ott is a doctoral candidate in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Her research interests include the impact of college on students, especially how and why higher education influences social and economic outcomes. Matthew A. Holsapple is a doctoral student in higher education, specializing in academic affairs and student development, at the University of Michigan. His research interests include citizenship education, student development theory, outcomes assessment, and the application of quasi-experimental research design to higher education. civic responsibility 25
Page 1: Civic Responsibility: What Is the C
Page 4 and 5: 1818 R Street, NW, Washington, DC 2
Page 7 and 8: About Core Commitments: Educating S
Page 9 and 10: Introduction to the Series The Asso
Page 11 and 12: Foreword This report on the campus
Page 13 and 14: Introduction “Being in an environ
Page 15 and 16: I. Perceived Institutional Emphasis
Page 17 and 18: Table 2. Perceptions of public advo
Page 19 and 20: Table 3. Perceived institutional co
Page 21 and 22: III. Beyond Perception to Involveme
Page 23 and 24: Finding 8: Certain activities at co
Page 25 and 26: IV. Qualitative Insights—Students
Page 27 and 28: the community but I do not have the
Page 29 and 30: Still others discussed the importan
Page 31 and 32: VI. Conclusion The findings from th
Page 33: Appendix A. Essential Learning Outc
Page 40: AB O U T T H E AS S O C I AT I O N

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