Overview of Civic Engagement at Rutgers University – New Brunswick Introduction Universities have historically been centers of civic engagement and political activity, as they have connected young adults with their communities and the larger issues facing the United States by instilling a sense of consciousness in students. Recently, attention has been paid to the extent of which universities encourage students to engage in real-world issues, at both the local and national level. Additionally, the importance of young voter turnout and voting habits in determining the outcomes of recent elections has put more emphasis on trends in students’ civic engagement (Galston and Hendrickson, 2016). Community service, in particular is an important aspect of civic life. Community service often encourages students’ sense of moral responsibility and social concern (Soria, Nobbe and Fink, 2013). Research universities have a particular history of and opportunity to boost student participation in community service and other activities that encourage engagement in social issues (Lewis, 2014). Some scholars and higher education professionals would argue that universities have a responsibility to renew their civic mission (Boyte and Hollander, 1999) and foster an engagement culture (Lewis, 2014). As such, it is important that university administrators have a better understanding of the nature and reason for students’ involvement in community service. When coupled with research regarding civic engagement, data on community-based engagement becomes more impactful. Research has demonstrated that community service opportunities can have a positive impact on students’ level of engagement in political issues, particularly by increasing their moral-political awareness (Yates and Youniss, 1996). Young adult participation in the American democratic system, through voting, has been in the spotlight following recent elections. Civic engagement data provides university leaders with a better understanding of the ways in which the university can foster the development of social and civic responsibility among students, and ultimately renew young adults’ commitment to a participative, democratic society. Dan Lewis noted that, “university administrators and faculty understand that the American democracy depends on them for leaders. Academic leaders recognize the responsibility to prepare their students to be informed and active citizens. Indeed, it is not controversial to suggest that our democracy needs its very brightest citizens to be involved in the democratic process” (Lewis, 2014, p. 58). With this in mind, it is important for university leaders to remain
15
Embed
Overview of Civic Engagement at Rutgers University New ... · following recent elections. Civic engagement data provides university leaders with a better understanding of the ways
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Overview of Civic Engagement at Rutgers University – New Brunswick
Introduction
Universities have historically been centers of civic engagement and political activity, as they
have connected young adults with their communities and the larger issues facing the United
States by instilling a sense of consciousness in students. Recently, attention has been paid to
the extent of which universities encourage students to engage in real-world issues, at both the
local and national level. Additionally, the importance of young voter turnout and voting habits in
determining the outcomes of recent elections has put more emphasis on trends in students’
civic engagement (Galston and Hendrickson, 2016).
Community service, in particular is an important aspect of civic life. Community service often
encourages students’ sense of moral responsibility and social concern (Soria, Nobbe and Fink,
2013). Research universities have a particular history of and opportunity to boost student
participation in community service and other activities that encourage engagement in social
issues (Lewis, 2014). Some scholars and higher education professionals would argue that
universities have a responsibility to renew their civic mission (Boyte and Hollander, 1999) and
foster an engagement culture (Lewis, 2014). As such, it is important that university
administrators have a better understanding of the nature and reason for students’ involvement
in community service.
When coupled with research regarding civic engagement, data on community-based
engagement becomes more impactful. Research has demonstrated that community service
opportunities can have a positive impact on students’ level of engagement in political issues,
particularly by increasing their moral-political awareness (Yates and Youniss, 1996). Young
adult participation in the American democratic system, through voting, has been in the spotlight
following recent elections. Civic engagement data provides university leaders with a better
understanding of the ways in which the university can foster the development of social and civic
responsibility among students, and ultimately renew young adults’ commitment to a
participative, democratic society.
Dan Lewis noted that, “university administrators and faculty understand that the American
democracy depends on them for leaders. Academic leaders recognize the responsibility to
prepare their students to be informed and active citizens. Indeed, it is not controversial to
suggest that our democracy needs its very brightest citizens to be involved in the democratic
process” (Lewis, 2014, p. 58). With this in mind, it is important for university leaders to remain
informed about the community service and civic engagement trends among the student body so
that they can consider the university’s role in developing engaged citizens.
Analysis
In the 2017 administration of the Student Experience in the Research University (SERU) survey,
data was collected that relates to the civic and political engagement of undergraduate students
at Rutgers University. While the survey was administered to all undergraduate students,
including those at Rutgers- New Brunswick, Rutgers-Newark, Rutgers-Camden, and Rutgers
Biomedical and Health Sciences, this analysis focuses on the responses of Rutgers- New
Brunswick students.
Analyses of students’ civic and political engagement were based on responses to two sets of
questions.
The first module focused on student experiences with civic engagement, particularly focusing on
the nature of and motivations for students’ self-reported community service activities within the
past academic year, amount of time spent on such activities, academic-based participation in
community-related activities or service learning, and their awareness regarding social issues
and community responsibility.
The second module focused on political engagement, specifically whether or not students voted
in the 2016 presidential election. If they did not vote, they were asked why. Those students who
reported that they did vote answered questions related to who they voted for, their level of
involvement in the campaign process, their sentiments about their knowledge of policy issues
and role in the political process, and what issues were most important to them as voters.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
Opportunities toengage incommunity
service while aRutgers
Universitystudent are
important to me
Opportunities todevelop my
leadership skillswhile a Rutgers
Universitystudent are
important to me
Opportunities toconnect my
academic workwith community-
basedexperience areimportant to me
12.57%
19.76%
19.59%
27.63%
35.23%
34.06%
36.77%
30.98%
32.75%
11.45%
8.07%
7.84%
7.42%
To what extent do you agree or disagree with the following statements?ResponseStrongly disagree
Disagree
Disagree somewhat
Agree somewhat
Agree
Strongly agree
N=4,351
N=4,348
N=4,339
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
Off Campus
On Campus
58.71%
65.54%
41.29%
34.46%
During this academic year, have you participated in community service?ResponseYes
No
N=4,425
N=4,425
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
Required as part of myacademic program
Required by myfraternity/sorority
Unique/interestingopportunity arose
Encouragement fromfriends or family
Encouragement from RUfaculty/staff
Encouragement from otherRU students
Belief in particular cause
Location of the work
Opportunity to learn newthings
Opportunity to enhanceacademic achievement
Opportunity to developleadership skills
Become better citizen &community participant
Change conditions incommunity
Strenghen resume for gradschool/employment
Other
72.23%
72.70%
29.55%
47.18%
67.52%
51.21%
21.66%
40.93%
30.66%
47.47%
34.23%
19.24%
26.79%
37.88%
28.92%
27.35%
26.24%
69.81%
51.97%
31.85%
48.11%
77.54%
57.96%
68.37%
51.59%
65.27%
80.21%
72.57%
61.53%
5.94%
Which of the following were significant reasons for getting involved in communityservice?
N=2,345
N=2,330
N=2,340
N=2,335
N=2,339
N=2,340
N=2,336
N=2,329
N=2,332
N=2,333
N=2,343
N=2,342
N=2,340
N=2,341
N=821
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning
Thinking about your participation in all forms of community service, which includes service throughclubs, courses, and one-time events, please estimate how many total hours of service you completedthis academic year:
In considering your overall experience(s) with community-focused learning activities during thisacademic year, which of the following best characterizes the purpose of those experience(s)?
To what extent has your participation in community-based activities at this campus influenced yourdesire to continue community-focused activities after you graduate?
Charity(providing help to individuals)
Empoweringothers
ParticipatoryDemocracy(changing laws)
Social change(changing societalconditions or views)
Communitydevelopment
Job experience or specific career development
Not at all To some extent To a great extent
N=1,584
N=1,595
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning
Other
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
Acknowledge personal differences-In classroom
Acknowledge personal differences-Outside classroom
Define an issue/challenge and identifysolutions-
In classroomDefine an issue/challenge and identify
solutions-Outside classroom
Implement a solution to anissue/challenge-In classroom
Implement a solution to anissue/challenge-
Outside classroom Reflect upon the solution of an
issue/challenge-In classroom
Reflect upon the solution of anissue/challenge-
Outside classroomReflect on community/social issues as
shared responsibility-In classroom
Reflect on community/social issues asshared responsibility-Outside classroom
Reflect on your individual responsibilityfor community/social issues-
In classroomReflect on your individual responsibility
for community/social issues-Outside classroom
Act on community/social issues-In classroom
Act on community/social issues-Outside classroom
21.35%
10.93%
13.48%
12.48%
11.45%
13.24%
10.42%
22.29%
10.17%
26.02%
16.93%
14.24% 14.47%
21.83%
23.47%
21.72%
20.62%
21.85%
14.92%
21.54%
18.00%
19.52%
15.46%
19.41%
11.32%
14.99%
24.31%
25.53%
28.00%
29.52%
27.38%
27.65%
28.05%
27.91%
26.14%
27.25%
17.15%
26.08%
22.73%
25.03%
23.73%
22.91%
24.32%
23.70%
24.24%
23.14%
25.23%
24.29%
26.91%
24.80%
25.90%
25.61%
24.22%
26.23%
17.86%
13.12%
10.40%
12.19%
10.70%
10.59%
9.34%
9.77%
9.39%
9.46%
8.12%
9.96%
7.41%
7.13%
8.76%7.85%
7.36%
8.35%
9.91%
9.40%
How often have you been asked to...?ResponseNever
Rarely
Occasionally
Sometimes
Often
Very often
N=4,278
N=4,269
N=4,260
N=4,258
N=4,258
N=4,261
N=4,249
N=4,253
N=4,251
N=4,246
N=4,251
N=4,245
N=4,249
N=4,235
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning
2016 Election- Which candidate did you vote for?
N=2,652
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
12.74%12.48%67.09%
Responses:Darrell Castle- Constitutional
Hillary Clinton- Democrat
Jill Stein- Green
Gary Johnson- Libertarian
Donald J. Trump- Republican
Other
Decline to State
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
25.37%21.52%15.83%10.94%23.11%
2016 Election- Why did you not vote?
N=1,636
Responses:
I was eligible to vote but chose not to vote
I was eligible and intended to vote but ran out of time
I was registered but not where I go to school
I was not registered
I am not a US citizen
I was not 18 at the time of the election
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Total Response
38.11%61.89%
2016 Election- During 2016 national election did you vote for President?
N=4,317Responses:Yes
No
SERU 2017 AdministrationReport Prepared by Rutgers Office of Institutional Research and Academic Planning