Higher Education Researchers Workgroup

The goal of this group is to bring together qualitative and quantitative higher education researchers working on issues at Berkeley, the University of California, the State of California or elsewhere for the mutual exchange of knowledge, ideas and issues through:
  • Acquainting one another with their respective research
  • Discussing our research strategies, data base use and data issues
  • Engaging with the questions raised by all of our work
  • Supporting each others’ work by providing feedback on substance and presentation
  • Creating an ongoing list of projects past and present for eventual posting on the CSHE website

Format

  • Monthly meetings for an hour and a half
  • At every meeting a check in with new and existing members about their project(s)
  • When possible prior to each meeting an abstract, proposal, raw summary, finished or draft piece should be circulated among the group
  • At the meeting the author informally presents a summary of his or her research questions and issues and does not necessarily make a formal presentation—this is research in progress
  • Depending on the consensus of the group pertinent articles by non-members could be circulated and discussed for the issues germane to the participants
Too often higher education data driven researchers on and off campus work alone and they are unfamiliar with the breadth of research even on the Berkeley campus. There also is not necessarily communication among qualitative and quantitative researchers although many researchers use both types of data. Additionally there often is a disciplinary divide. This group is intended to overcome these to the enrichment of all participants. All are welcome including international visiting scholars who may be working on higher education issues in their own country. 

Meeting Details

Higher Education Researchers Workgroup 
First Friday of every month by Zoom
Graduate students and postdocs are particularly encouraged to attend.

Contact

This workgroup is organized and chaired by CSHE Senior Researcher Emerita, Anne MacLachlan
For more information regarding this workgroup please contact Anne at maclach@berkeley.edu.

Past Presentations

Student Learning and Wellbeing during the Pandemic: Evidence from the SERU COVID-19 Survey

Student Learning and Wellbeing during the Pandemic: Evidence from the SERU COVID-19 Survey

The presentation discusses the results from the Student Experience in the Research University (SERU) Consortium survey of more than 50,000 undergraduate and graduate students at research-intensive universities in the United States conducted in May-July 2020. We focus on two aspects of student experience during the pandemic: how students adapted to remote instruction implemented by universities in Spring 2020; and how the pandemic affected students' wellbeing and mental health. The results suggest that the transition to remote instruction was generally difficult to students and they experienced more obstacles rather than benefits. Furthermore, there are major disparities in students’ adaptation to remote instruction based upon their demographics, social identity, prior experience with online learning, and life responsibilities. In addition, the pandemic had looming negative impacts of the pandemic on students’ mental health, wellbeing, and safety. We discuss the implications of our findings for higher education policy and university operations during the pandemic.

Presenters:

  • Dr. Igor Chirikov, SERU Consortium Director and Senior Researcher, Center for Studies in Higher Education, UC Berkeley
  • Dr. Krista M. Soria, Director of Student Affairs Assessment at the University of Minnesota; Assistant Director for Research and Strategic Partnerships, SERU Consortium.

Higher Education Researchers Workgroup: Academic Freedom

Academic Freedom

George Blumenthal, Director of CSHE and Chancellor of UC Santa Cruz, emeritus and Robert Carlen May, Professor emeritus of philosophy, UC Davis and CSHE affiliate lead a discussion on academic freedom. They are currently writing an article together on this topic, one always of great importance, now much in the news.

Can we ever forgive Joseph Le Conte?—The Challenge of Names on UC Berkeley's Buildings

Can We Ever Forgive Joseph Le Conte?—The Challenge of Names on UC Berkeley's Buildings

In 2015, the Sierra Club requested that the National Park Service remove the name Joseph Le Conte from the 1903 memorial lodge named in his honor in Yosemite Valley. Recently the UC Berkeley physics faculty has asked campus administration to remove the Le Conte name, which recognizes both Joseph Le Conte and his brother John Le Conte, from the building housing the physics department. Both requests cite Joseph Le Conte’s ownership of enslaved people on a Georgia plantation, an inheritance shared with brother John Le Conte; their active support of the Confederacy during the Civil War; and Joseph’s writings advocating white supremacy.

This presentation will consider the background from which the brothers came; the circumstances that brought them to the University of California; the reasons that their contemporaries held them in high regard; and the context for Joseph Le Conte’s writing on white supremacy. Questions at the heart of the naming issue include at the forefront: is there an appropriate balance for weighing the brothers’ considerable achievements against what we now know to be the long-lasting damage to American society arising from institutions that they supported? This presentation proposes a beginning point for the discussion.

Karen Merritt is an Associate of the Center for Studies in Higher Education. Before retirement, she served as Director of Academic Planning and Program Review in the UC Office of the President and Director of Academic Planning for UC Merced. She is co-editor of From Rangeland to Research University: the Birth of the University of California, Merced. Her current research is on the role of UC faculty and alumni in the founding of the Sierra Club and National Park Service.

Next Meeting

April 9, 12pm - 1:30pm PST

Student Voting, Campus Climate, & the Work of IDHE

Adam Gismondi, Ph.D., Director of Impact,
Institute for Democracy & Higher Education, Jonathan M. Tisch College of Civic Life, Tufts University

Over the past 9 years, the Institute for Democracy & Higher Education (IDHE) at Tufts University's Tisch College of Civic Life has studied college student political learning and participation. Our team's signature study, the National Study of Learning, Voting, and Engagement ("N-Solve"), now includes 1,200+ participating colleges and universities, representing over 10 million college students, well over half of all in the U.S. In this conversation, we'll look back at past elections, including the 2018 midterm, in which college student voting doubled nationally, from roughly 20% turnout to 40%, from the prior midterm. While we won't have state certified results until later this year, early data from 2020 indicates a likely jump in student participation from 2016.


Building off the voting study, IDHE released Election Imperatives in 2018, a research-based guide to increase student voting and create equitable and inclusive environments for campus political learning and democratic participation. The report was updated in 2019 and a supplement, Election Imperatives 2020, was added in August 2020 to address the circumstances of the election year. We will also have some time to talk through the pipeline of our major quantitative study and how it is has informed our qualitative research as well as practice-centered resources for campuses.

Bio: Adam Gismondi is Director of Impact at the Institute for Democracy & Higher Education (IDHE) at Tufts University’s Tisch College of Civic Life, where he conducts research, leads communications for the office, and helps build theory-to-practice strategy. His scholarship focuses on the current state and future of higher education, including college student activism, technology, and campus climate. Adam also served as a part-time faculty member in Boston University’s School of Education and currently serves as an advisory board member for both SXSWedu and the Students Learn Students Vote (SLSV) Coalition, and as Civic Media Researcher at the nonprofit organization Civic Series. Prior to working in a research capacity, Adam spent six years working as a student affairs administrator. He holds a BA from William & Mary, an MEd from the University of Florida, and a PhD from Boston College.

Contact Anne MacLachlan for more information: maclach@berkeley.edu