Impact of College on Students’ Altruism and Social Responsibility Ryan D. Padgett NASPA 2011 – Philadelphia, PA March 15, 2011

PLEASE NOTE These slides – made available prior to the conference – are subject to change. In preparation for the session, the presenter may edit the final presentation

Learning Outcomes of this Session Provide national, statistical evidence on the impacts of the first- year experience and participation in vetted good practices on first-year students’ development of ASR. Highlight which experiences and good practices can be applied to attendees’ first-year experience initiatives with practical and applicable evidence. Highlight the importance of incorporating good practices within the college milieu to increase the development of students’ ASR. How student affairs and academic professionals can support campus initiatives that develop students’ sense of social responsibility to others and self.

Brief Activity What three college experiences, programs, or practices do you feel significantly contribute to first-year students’ development of altruism and socially-responsible behavior?

The Problem Internal v. external benefits –Public opinion for higher education Higher education needs to gain substantial public support and legitimacy Non-monetary public or external benefits that are empirically associated with public investment in higher education –Volunteerism, participation in public affairs and community involvement, participation in civic organizations, development of personal attitudes towards public programs, openness to free speech for others, and charitable giving (Baum & Payea, 2004; Bowen, 1977; Dee, 2004; Institute for Higher Education Policy, 1998; Leslie & Brinkman, 1988; McMahon, 2009; Paulsen, 2001b)

The Solution (?) Association of American Colleges and Universities (AAC&U) identified global and civic learning as two important outcomes of a college education in the twenty-first century (see Leskes & Miller, 2006). Education Advisory Board’s (EAB) top co-curricular learning goal?

Percentage of Student Affairs Outcomes that Include… (n = 85) Community involvement99% Values and ethics91% Diversity91% Self-esteem86% Critical thinking85% Teamwork84% Communications82% Source: Advisory Board interviews and analysis (2010 The Advisory Board Company)

Gaps in Literature Covariates within the analyses have been applied to only a limited range of college experience/engagement measure The effects of theoretically vetted good practices and kindred socialization experiences A substantial lack of research using a composite measure of ASR; use of single item dependent measures The extent to which college experiences influence ASR across unique sub-populations of students

Why It Is Important Level of education is considered one of the most powerful predictors of altruistic and socially responsible behavior (Putnam, 2000) –Individuals from middle and high SES and who are highly educated are more likely to volunteer given their personal and financial resources –For example, college graduates (71%) are twice more likely to volunteer compared to individuals with a high school degree or lower (36%)

Conceptual Framework Human capital: An individual’s quantifiable productive capacities, such as knowledge, skills, talents, competences, and attributes. Social capital: The norms, networks, relationships, and other social connections that serve as a reciprocal resource for individuals to reference and engage in. Cultural capital: The cultural resources and knowledge transmitted by individuals of high and middle socioeconomic status to their children as a means to supplement wealth and resources in maintaining their class status.

Research Questions What are the effects of student background and precollege characteristics on end-of-the-first-year ASR? What are the effects of college experiences and good practices on end-of-the-first-year ASR? Do the effects of college experiences and good practices on end-of-the-first-year ASR differ for first- generation and non-first-generation students?

Wabash National Study of Liberal Arts Education A longitudinal, pretest/posttest study investigating the effects of the liberal arts experience on a series of cognitive and psychosocial outcomes associated with undergraduate education –Student-level data from 48 college and universities that participated in the WNS in 2006, 2007, and 2008 –First-year, full-time undergraduates

Data Collection Initial data collection in early fall (T1) –Precollege survey & cognitive, psychosocial, and personal development instruments Follow-up collection in late spring (T2) –WNS Student Experiences Survey and the NSSE student survey –Cognitive, psychosocial, and personal development instruments

Dependent Measure: ASR Sample Questions How important to respondent personally is volunteering in my community? How important to respondent personally is becoming a community leader? How important to respondent personally is improving respondent's understanding of other countries and cultures? How important to respondent personally is keeping up to date with political affairs? How important to respondent personally is helping to promote racial understanding? α = 0.83.

Independent Measures Background Characteristics / Precollege ExperiencesCollege Experiences Associated with Coursework Received Federal GrantCollege Grades Number of SiblingsCourses Taken in Humanities, Social and Natural Sciences Race – BlackLive On-Campus Race – HispanicGreek Membership Race – Asian/Pacific IslanderHours Worked per Week in College Race – OtherExtracurricular/Social Involvement High School Race CompositionStudy Abroad Openness to DiversityHeld Leadership Position English is Second Language Attended an Art Exhibit or Performance Art Male ACT Composite ScoreGood Practices Academic MotivationNonclassroom Interactions with Faculty Volunteered in High SchoolPrompt Feedback Pretest Altruism/Social ResponsibilityTeaching Clarity and Organization Degree of Positive Peer Interactions Institutional Characteristics Cooperative Learning Institutional Type - Regional College Integrated Ideas, Information, and Experiences Institutional Type - Research University Diversity Experiences Course-Related Diversity Experiences

Analysis and Design Effect Series of ordinary least squares (OLS) regressions Follow-up data was weighted up to each institution’s first-year undergraduate population by sex, race, and ACT score Accounted for the nested nature of the data

Results – Background Characteristics First-Generation Students Non-First-Generation Students VariablesPrecollegeCollege PrecollegeCollege Received Federal Grant * Race - Black0.41**0.33**0.24**0.20* Race - Hispanic0.54*0.31* Race - Asian/Pacific Islander0.33*0.34** * p < 0.05, ** p < 0.01, *** p < 0.001

Results – College Experiences First-Generation Students Non-First-Generation Students VariablesCollege-Level Courses Taken in the Social Sciences-0.06*0.02 Total Hours Worked in College * Hours Relaxing/Socializing in College * Study Abroad0.25**0.11*** Held a Leadership Position on Campus * * p < 0.05, ** p < 0.01, *** p < 0.001

Results – College Experiences First-Generation Students Non-First-Generation Students VariablesCollege-Level Quality of Nonclassroom Interactions with Faculty Prompt Feedback Teaching Clarity and Organization0.12**0.03 Degree of Positive Peer Interactions-0.09*-0.02 Cooperative Learning ** Integrated Ideas, Information, and Experiences0.18**0.17*** Diversity Experiences0.27***0.13*** Course-Related Diversity Experiences ** * p < 0.05, ** p < 0.01, *** p < 0.001

Discussion Lack of financial resources AND parents who did not attend college Minority students development of significantly higher levels of ASR Importance of studying abroad Good practices!

What Can We Do on Campus? Moving beyond the first-year Aid for study abroad –Support underrepresented students Integrative learning Diversity experiences –One-time v. Extensive

Questions? Comments? Ryan D. Padgett Assistant Director of Research, Grants, and Assessment