UC Davis faculty actively engage students in teaching and research, clearly communicate high expectations for performance and provide prompt and effective feedback in compliance with WASC criterion 2.5. Indication of the importance given this measure can be found in its prominence in the UC Davis Philosophy of Purpose, its inclusion as a principal component of undergraduate program review criteria, the effort made by the University to assess this objective using survey methodology, and the extent to which relevant information at all levels has been shared with and is shaping the University's general education standards and program review criteria. Here we will highlight results from a spring 2001 census survey of the undergraduate population and from our recurrent survey of recent graduates.

Results from these studies formed the core of the Vice Chancellor for Student Affairs, Dr. Carol Wall's plenary address at the 2001 Chancellor's Fall Conference at Granlibakken. The information she reported informed discussion regarding general education and the principal components of UC Davis's WASC proposal: research and information technology. A full presentation of results is available through links listed below but one item from each survey will be featured here.

High Expectations: When asked how frequently they understood that faculty had high expectations for their performance, 3 of every 4 undergraduates said often or very often. Reported on a four-point scale where 4 was “very often” and 1 was “never,” the mean and modal response was a 3.0, “often.” A result showing high level of faculty expectation for student performance was not surprising at UC Davis and, while admirable, would not warrant special attention here. What was remarkable was the uniformity with which that expectation was perceived. Whether they majored in one of the humanities, a physical science, or an engineering field made very little difference. In fact, there was very little variance across college and division of major, student class level, or student status at matriculation (began at UC Davis as freshman or transfer). There was also very little difference by race and ethnicity or sex of student (Chancellor’s Fall Conference handout p. 25). In sum, high faculty expectation for academic performance is a part of the UC Davis culture.

Engagement in Research: UC Davis has long recognized that an undergraduate student performing research alongside a faculty mentor is a very important and special opportunity that is unique to the research university. Over the past 16 years, alumni have expressed their appreciation. Since this is a core tenant of our Philosophy of Purpose, we are constantly striving to increase and enhance these experiences for students.

      When we asked baccalaureate recipients of 1983 how often they had worked on research projects with faculty, the majority said, “Never” (56%), and only 18% said “Very often or often.” The same question was asked of the graduating classes of 1990, 1993, 1996 and 1999, and the proportion of alumni whose undergraduate experience included doing research with faculty increased sharply in 1996 and again in 1999. Of the class of 1999, 27% reported that they engaged in research with faculty “Very often or often,” and an additional 34% reported doing so at least “Occasionally.” Over those 16 years, the proportion of alumni who said that they never worked on research with faculty has been reduced by 17% or an improvement in learning outcome for one of every six graduating students.