The way instructorssupport or restrictstudent use of generative artificial intelligence (AI) tools shapeswhich skills students developin collegeand their preparation for AIaugmented jobs. This paper introduces a taskbased approach toAI and skill formationtostudy...
BERKELEY, CA — As generative artificial intelligence (AI) reshapes the classroom, a new study from the Center for Studies in Higher Education (CSHE) provides novel large-scale longitudinal evidence of how faculty are responding.
The working paper, “How Instructors Regulate AI in College: Evidence from 31,000 Course Syllabi,” authored by Igor Chirikov, Senior Researcher and the SERU Consortium Director, tracks the evolution of AI policies at a major public research university from 2021 to 2025. Using computational methods to analyze tens of thousands of course syllabi, the research...
Igor Chirikov is the Director of the Student Experience in the Research University (SERU) Consortium and Senior Researcher at CSHE. SERU Consortium is an academic and policy research collaboration based at Center for Studies in Higher Education at the UC Berkeley working in partnership with Etio and member universities. The Consortium is a group of leading research-intensive universities that increase student success by generating and analyzing comparative data on the student experience.
As SERU Consortium Director Igor Chirikov has broad responsibilities for overall SERU Consortium...
John Aubrey Douglass is Senior Research Fellow - Public Policy and Higher Education at the Center for Studies in Higher Education (CSHE), and is a faculty member in the Goldman School of Public Policy, at the University of California - Berkeley. His research focuses on the forces and politics of globalization, the future of Democracy, the role of universities in economic development and socioeconomic mobility, the student experience and...
This sensitive and lively 1968 history made an important contribution to our understanding of the relationship between higher education and social change in nineteenth-century England, showing how the internal life of an ancient university was affected by historic events extrinsic to it. The role that university was required to play in society was being forced to evolve: no longer a finishing school for the aristocracy, universities were becoming a place of professional training for the middle classes. This required a new generation of dons to relate tradition to the ideals of the...
Charles Vest gave the second of three Clark Kerr Lectures on the Role of Higher Education in Society on April 21, 2005 on the Santa Barbara campus. The Age of the Internet presents remarkable opportunities for higher education and research in the United States and throughout the world. The rise of a meta-university of globally shared teaching materials and scholarly archives, undergirding campuses everywhere, both rich and poor, could well be a dominant, democratizing aspect of the next few decades. Even as we develop the meta-university and other forms of digitally empowered...
A “build it and they will come” approach to many university digitization initiatives has precluded systematic investigations of the demand for these resources. Those who fund and develop digital resources have identified the general lack of knowledge about the level and quality of their use in educational settings as pressing concerns. The purpose of our research was to map the universe of digital resources available to undergraduate educators in a subset of users in the humanities and social sciences (H/SS), and to examine how understanding use and users can benefit the integration of...
Symposium Objectives: share national perspectives on how research universities are developing and supporting academic environments that integrate civic engagment; present national and UC specific data (including UCUES data) on student civic and academic engagement; discuss system-wide reports and white papers addressing current UC best practices in community-based learning and research; and discuss future innovative academic initiatives within the UC
The instruction that we provide, the intellectual climate that we create, and the policy decisions that we make should all start with the question, "But will it improve students' learning?" Basic to any answer is the state of our knowledge about learning. A spate of recent research has resulted in comprehensive and lengthy reviews of surveys of research on student learning; the current model for coping with this information explosion is ever-tighter syntheses and distillations. These "principles" could in turn be summarized as a grand meta-principle that might say something like this...
Funding bodies, the economics of publishing, and the affordances of Web 2.0 platforms have spurred learned societies, publishers, and scholars to experiment with new media venues for scholarly communication. Why, then, have we seen few wide-spread changes in how scholars disseminate research in most disciplines? Drawing on qualitative interview data from the Mellon-funded Future of Scholarly Communication Project (2005-2011), we describe how scholars share their work-in-progress and the disciplinary values driving these practices. We then discuss credit, time, and personality as...
