UCI Measuring Undergraduate Success Trajectories Project (UCI-MUST)
About UCI-MUST
The UCI Measuring Undergraduate Success Trajectories project (UCI-MUST), also known as the Next Generation Undergraduate Success Measurement Project, began in Fall 2019 by tracking a sample of more than 1,400 UCI undergraduates for two years. Data on everything from transcripts to online classroom behavior, living situations to student moods is being collected. Since then the project has welcomed a new cohort of students in Fall 2020, Fall 2021, and more recently Fall 2022.
The project, originally supported by the Andrew W. Mellon Foundation and now under the auspices of the university, aims to document the value of the undergraduate experience and improve undergraduate student outcomes. The project includes three strands: (1) Administrative data; (2) LMS data; and (3) Survey data. For a detailed strand description read here.
More information: https://sites.uci.edu/ucimustproject/
Personnel and Collaborations @ Tübingen and Beyond
Tübingen: Christian Fischer, Gabe Orona, Steffen Zitzmann, Kou Murayama, Lisa Bardach, Rosa Lavelle-Hill
National Collaborations: Julia Moeller (University of Leipzig), Hanna Gaspard (TU Dortmund), Luise von Keyserlingk (TU Dortmund)
International Collaborations: Richard Arum, Michael Dennin, Jacque Eccles, Jutta Heckhausen, Mark Warschauer, Di Xu, Nia Dowell, Charles E. Wright, Xunfei Li, SeYoung Shin (all UC Irvine), Renzhe Yu (Columbia University), Rachel Baker (University of Pennsylvania), Hye Rin Lee (University of Delaware)
Funded Grants
Next Generation Undergraduate Success Measurement Project, Andrew W. Mellon Foundation, [$1,115,000; Grant awarded to PI Richard Arum and Co-PI Michael Dennin]
Selected Publications and Working Papers (as of October 22)
Moeller, J., Keyserlingk, L., Spengler, M., Gaspard, M., Lee, H. R., Yu, R., Fischer, C., & Arum, R. (2022). Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources. AERA Open, 8(1), 1-26. https://doi.org/10.1177/23328584211065725
Lee, H. R., Gaspard, H., Keyserlingk, L., Rubach, C., Fischer, C., Heckhausen, J., & Eccles, J. (in review). Changes in college students’ course-specific expectancy and subjective task values related to first-term academic experiences. Manuscript submitted to the British Journal of Educational Psychology.
Lee, H. R., Keyserlingk, L., Cavazos, J. G., Yu, R., Fischer, C., Dowell, N., Rodriguez, F., & Eccles, J. (in review). To engage or to not engage?: The role of competing demands and perceived subjective task values on students' academic engagement. Manuscript submitted to Frontiers in Psychology.
Orona, G.A., Eccles, J.S., Arum, R., Zitzmann, S., & Fischer, C. (in review). Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation. Manuscript submitted to the Contemporary Educational Psychology.
Gaspard, H., Parrisius, C., Keyserlingk, L., Rubach, C., Yamaguchi-Pedroza, K., Lee H. R., Spengler, M., Fischer, C., Heckhausen, J., Eccles, J. S. (in review). Reciprocal Associations Between College Students’ Perceived Social Support and Their Academic Expectancies and Subjective Task Values: Stronger for Traditionally Underrepresented Students. Manuscript submitted to Learning and Individual Differences.