The Arts Engagement Project at the University of Michigan - PowerPoint PPT Presentation

Do you feel you are currently involved in the arts as Are you involved in student organizations in the much as you would like to be? arts? Year Yes No Sample Size Year Yes No Sample Size Freshmen 28% 72% 1254 Freshmen 21% 79% 1256 Sophomore 33% 67% 1281 Sophomore 23% 77% 1281 Junior 37% 63% 1179 Junior 29% 71% 1180 Senior 41% 59% 1051 Senior 31% 69% 1051 Have you held a leadership position in a UM What is your anticipated future involvement in the student organization in the arts? arts during college? Year Increase Decrease Same Sample Size Year Yes No Sample Size Freshmen 66% 1% 33% 1254 Freshmen 4% 96% 1254 Sophomore 49% 3% 48% 1280 Sophomore 11% 89% 1278 Junior 33% 5% 62% 1178 Junior 13% 87% 1180 Senior 13% 6% 81% 1415 Senior 17% 83% 1052 Do you think the arts will be a part of your life after Do you feel that the overall climate of U-M college? (Senior respondents only) encourages involvement in the arts? Year Yes No Sample Size Yes: 89% No: 11% Sample Size: 1048 Freshmen 88% 12% 1258 Sophomore 88% 12% 1283 Junior 86% 14% 1183 Senior 89% 11% 1057

Significant Differences in Reported Personal Attributes for Freshmen with Arts Identity vs. No Arts Identity I find it easy to use information and skills gotten from I am able to do my interest in complicated I am comfortable art in other things in I communicate I communicate I communicate explaining Visual areas of my intentional effectively through effectively through effectively in other complicated and Artist art. writing. ways. abstract ideas. life. ways. I find it easy to use information and skills I am able to do gotten from complicated my interest in things in art in other I communicate I communicate I communicate intentional areas of my effectively through effectively through effectively in other Musicia n life. ways. art. writing. ways. I find it easy to use information and skills gotten from I am able to do my interest in complicated I am comfortable art in other things in I communicate I communicate I communicate I communicate explaining areas of my intentional effectively through effectively through effectively in other effectively through complicated and Actor life. art. writing. ways. speaking. abstract ideas. ways. I find it easy to use information and skills I am able to I am able to do realistically gotten from complicated assess my my interest in I am comfortable I can effectively things in art in other I communicate I communicate I communicate I communicate explaining I have good manage strengths areas of my intentional complicated and complicated effectively through effectively through effectively in other effectively through problem-solving I work well in and Performer life. abstract ideas. projects. ways. art. writing. ways. speaking. skills. groups. weaknesses

Significant Differences in Reported Personal Attributes for Seniors with Arts Identity vs. No Arts Identity I find it easy to use information and skills gotten from I am able to do my interest in complicated I am comfortable art in other things in I communicate I communicate I communicate explaining Visual areas of my intentional effectively through effectively through effectively in other complicated and Artist art. writing. ways. abstract ideas. life. ways. I find it easy to use information and skills I am able to do gotten from complicated my interest in things in art in other I communicate I communicate I communicate intentional areas of my effectively through effectively through effectively in other Musicia n life. ways. art. writing. ways. I find it easy to use information and skills gotten from I am able to do my interest in complicated I am comfortable art in other things in I communicate I communicate I communicate I communicate explaining areas of my intentional effectively through effectively through effectively in other effectively through complicated and Actor life. art. writing. ways. speaking. abstract ideas. ways. I find it easy to use information and skills I am able to I am able to do realistically gotten from complicated assess my my interest in I am comfortable I can effectively things in art in other I communicate I communicate I communicate I communicate explaining I have good manage strengths areas of my intentional complicated and complicated effectively through effectively through effectively in other effectively through problem-solving I work well in and Performer life. abstract ideas. projects. ways. art. writing. ways. speaking. skills. groups. weaknesses

Reported outcomes for types of arts activities, and level of engagement vs. those who indicated an engagement level of “Never”. Asterisks indicate level of significance. Color indicates difference in absolute coefficient value difference.

Student Development – How did your behavior or thinking change (as a result of engaging in the arts)? – In what ways do you think you can grow (through arts engagement)? Topic – What role did the arts play in your development as a person, friend, colleague, and student during college? Modeling: – Please describe any transformative or meaningful arts experience you The Open- had during college. Ended UM Experience/Policy Questions – What do you see as the barriers preventing you from being involved in the arts at the University of Michigan (if you experienced any)? – What role did the arts play in your college experience, both positive and negative? – What is the reason behind your anticipated change in arts involvement?

Foundation – How do you define “the arts”? – What role do you see the arts playing in society? Topic Wellness Modeling -The – How did being involved in the arts as a child make you feel? Open-Ended – How did your involvement in the arts in college make you feel? Questions Career/After College – If the arts had any impact on your career choice, please describe. – In what other ways do you see yourself being involved in the arts after college?

“The great and sad part of UM is the wealth of talented individuals who go here– makes it hard for me, a moderately talented individual in a number of fields, to try out for a play or musical group and actually make it because I’m competing with, for example, percussion majors for Groove and theatre majors for a part in a play.” Top Words/Stems: peopl, want, like, club, experienc, real, feel, passion, Unwelcoming fun, type, intimid, good, aren’t Environment In the Unwelcoming Environment category, students report on the social barriers in place and the judgement they perceived from those already involved with an arts activity. Those who were already skilled and passionate were seen as unwelcoming to those who were new, less skilled, less committed, or non-arts majors. Students reported feeling awkward or intimidated about interjecting themselves into an established “clique” or into arts “territory.” Finally, the expected level of engagement in arts activities was often too high for a more casual participant looking to experiment or just have fun. ********************************************************

Time constraints; i feel that if I commit to an arts organization, I may not be able to contribute or attend regularly due to my busy schedule that is fjlled with unexpected and late-notice/last-minute events.”,”I am not interested in the arts.”,”Limited Time”,”Many of the musical groups require auditions, and if they don’t believe you are good enough, it prevents you from participating in the group, especially the a cappella groups.”,”Major choice.”,”I feel that to be involved in collaborative art groups is diffjcult because I have no experience.”, ”lack of knowledge about clubs/events” ,”Class confmicts”,”Not a very ar tistic community. People often are here to get degrees, but are not true artists.”,”Focusing on other priorities (i.e. academics, student organizations not involved with the arts, etc.)”,”I would love to see more jazz bands!”,”Because I’m not particularly skilled in or inclined to participate in one particular ar of the arts, I fjnd it hard to join a club just for enjoyment, out a fear of not being as serious about the arts as other members might be.”,”None”,”I am too busy with sports. I’m on the Varsity Field Hockey Team so I have practice everyday which makes it hard to be involved in the arts.”,”No barriers”,”I do not, personally, enjoy participating in art.”,”Cost, time confmicts”,”Time”,”Not enough time, not enough experience”,”Scheduling, schoolwork”,”Living on North BARRIERS Campus”,”The arts classes that available for non majors are very small and it’s extremely diffjcult for freshmen/ sophomores to get a seat in classes like photography or clay for non majors.”,”I wanted to take the \”Graphic Design for Non-Majors\” class here, but the class fjlled up so fast during registration that I wasn’t able to. Hopefully more non-major classes can be ofgered sometime soon.”,”Not a lot of time to dedicate outside of class.”,”none”,”Between class requirements and work I don’t have a lot of extra time.”,”I have absolutely no creativity!”,”Time commitment and lack of aesthetic ability.”,”None, other than personal time barriers.”,”None really. Maybe diffjculty getting started for the fjrst time, but other than that I feel its really enjoyable to be involved in art”,”None”,”Time more than anything. Having participated in musical theater and glee club in high school, I know I wouldn’t be able to feel comfortable setting aside that kind of time.”,”The only barrier is having enough time to fjt everything in my daily schedule.”,”Time”,”Time constraints between studying for classes and rehearsal schedule”, ”Time confmicts with academic obligations.” ,”Currently, the academic course load has prevented me from dedicating optimal time towards the arts. It is sometimes diffjcult to explore art activities during the week when I have exams and papers to focus on. I enjoy being involved with the arts at the U but I hold myself to high academic standards so involvement is sometimes minimal.”,”Lack of time and amount of school work”,”Lack of experience”,”I am not very artistic and I am not as creative and artistic”,”A barrier for me is that arts aren’t my main focus. I would rather choose a sporting event over the arts.”,”The time I have to commit to being a student and maintaining my grades is a barrier.” ,”Time constraints”,”Not enough time”,”Time”,”nope”,”I dont enjoy most arts”,”Right now, I’m very busy with Nursing and work two jobs. I like art, but don’t see it as a future ca reer, so I don’t take anymore extra time out for it, when I could be studying for my future career.”,”Time commitments”,”Finding new clubs/organizations to get involved with that I don’t know anyone in, learning about all the difgerent ways to get involved”,”Time and not wanting to go to events alone/con vincing my friends to go to events with me”,”Time is the biggest barrier. In between the clubs I am already in along with class and my job, I don’t have the time to add more activities to my schedule.”,”Time”,”Time”,”I think time constraints and having a busy schedule prevent getting involved for myself and many others.”,”I’m not good at or interested in any of the divisions of the arts. I’m very left-brain”,”My only barrier preventing me from being involved

Low Confidence What do you see as the barriers Apprehension Lack of Familiarity preventing you from being involved in Social Climate Competitive Auditions Exclusiveness the arts at the University of Michigan? Unwelcoming Environment Academic Program Requireme… University Context University Structure University Priorities 3857 STUDENT RESPONSES Departmental Segregation 24 TOPICS Awareness Publicity Accessibility Fit With Major and Course … Academic Priorities Course Load Time Distance Between Campuses Priorities & Tradeoffs Logistics Cost Friend/Cost Ecosystem No Barriers, Except... Lack of Personal Interest Not Engaged No Barriers Ennui

Low Confidence Apprehension Low Confidence Apprehension Lack of Familiarity Lack of Familiarity Social Climate Competitive Auditions Exclusiveness Unwelcoming Environment Academic Program Requireme… Social Climate University Context University Structure University Priorities Departmental Segregation Awareness Publicity Accessibility Competitive Auditions Fit With Major and Course … Fit With Major and Course … Academic Prioritie Academic Prioritie Academic Prioritie Academic Prioritie Academic Prioritie Academic Priorities Academic Prioritie Academic Priorities Academic Prioritie Academic Prioritie Course Load Course Load Exclusiveness Time Time Distance Between Campuses Distance Between Campuses Priorities & Priorities & Priorities & Priorities & Priorities & Tr Priorities & Priorities & Priorities & Priorities & Priorities & Priorities & Tradeoffs Priorities & Priorities & Priorities & Priorities & Tradeoffs Tr Tr Tr adeoffs adeoffs Unwelcoming Environment Logistics Logistic Logistics Logistic Cost Cost Friend/Cost Ecosystem Friend/Cost Ecosystem No Barriers, Except... No Barriers, Except... Lack of Personal Interest Lack of Personal Interest Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged Not Engaged No Barriers No Barriers Ennui Ennui Academic Program Requireme… University Context University Structure University Priorities Departmental Segregation Awareness Publicity Accessibility

Fit With Major and Course … Academic Priorities Course Load Time Distance Between Campuses Priorities & Tradeoffs Logistics Cost Friend/Cost Ecosystem Low Confidence Low Confidence Apprehension Apprehension Apprehension Apprehension Apprehension Apprehension Apprehension Apprehension Apprehension Apprehension Lack of Familiarity Lack of Familiarity Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climat Social Climate Social Climat Social Climate Social Climat Social Climat Social Climat Competitive Auditions Competitive Auditions Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Exclusiveness Unwelcoming Environment Unwelcoming Environment No Barriers, Except... Academic Program Requireme… Academic Program Requireme… University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Context University Structur University Structure University Structur University Structur University Structur University Structure University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Structur University Priorities University Priorities Departmental Segregation Departmental Segregation Awareness Awareness Publicity Publicity Lack of Personal Interest Accessibility Accessibility Not Engaged Fit With Major and Course … Academic Priorities Course Load Time No Barriers Distance Between Campuses Priorities & Tradeoffs Logistics Cost Friend/Cost Ecosystem No Barriers, Except... Ennui Lack of Personal Interest Not Engaged No Barriers Ennui

TOPIC MODELS (stm R package; Roberts et al., 2014) a text-mining tool for discovery of hidden semantic structures (topics) in a text or a corpus of texts CLOSE READING AND INTERPRETATION reading individual responses and interpreting the results and overall relationships — individually and through group discussion DICTIONARIES organized collections of terms and phrases used to help classify, categorize, and calculate the frequency of words in text DEMOGRAPHICS characteristics of a population based on factors such as sex, grade point average, high school locale, ethnic group, income, etc.

DICTIONARIES LINGUISTIC INQUIRY AND WORD COUNT (LINGUISTIC AND PSYCHOLOGICAL) calculates the degree to which linguistic, cognitive, and afgective categories of words are used in a text (Tausczik and Pennebaker, 2010; Pennebaker et al., 2015) DOCUSCOPE LANGUAGE ACTION TYPES (RHETORICAL PATTERNS) analyzes rhetorical features such as persuasiveness or fjrst-person reporting; covers 40 million linguistic patterns of English classifjed into over 100 categories of rhetorical efgects (Kaufer et al., 2004; Ishizaki and Kaufer, 2012) AUTOMATED INTEGRATIVE COMPLEXITY (COGNITIVE STRUCTURE) measures the cognitive structure implied in a speaker’s verbal content including how well they identify difgerent dimensions of an issue and integrate difgerent ideas (Conway et al., 2014; Houck et al., 2014)

Principal Components Variables − PCA Analysis (PCA) of topic 1.0 prevalence, LIWC, DocuScope LAT, and AIC LIWC..function variables. (n=3852) topic..No_Barriers,_Except topic..No_Barriers,_Except topic..No_Barriers cos2 0.5 Five components topic..Ennui 0.2 explained 51% of 0.4 the variation among 0.6 topic..Time Dim2 (10.8%) topic..No_Barr topic..No_Barriers responses about cos2 0.0 barriers. topic..Unwelcoming_En topic..Unwelcoming_En topic..Unw topic..Unwelcoming_En topic..Unw topic..Unw topic..Unw topic..Unw topic..Unw topic..Unwelcoming_Environment elcoming_En topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility topic..Accessibility 0.7 topic..Course_Load topic..Competitive_Auditions topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv topic..Competitiv 0.6 topic..Univ topic..Univ topic..University_Priorities topic..Univ topic..Univ We focus on and 0.5 topic..Depar topic..Depar topic..Departmental_Segregation 0.4 LIWC..relativ LIWC..relativ LIWC..relativ LIWC..relativ describe these fj ve. 0.3 −0.5 LIWC..Clout LIWC..Clout LIWC..Clout LIWC..Clout *Then, PC X Demographics analysis: ANOVA w/Tukey post- LIWC..Analytic hoc test for difg erences among factor means. −1.0 −1.0 −0.5 0.0 0.5 1.0 Dim1 (18%)

Personal Capacity Climate of Exclusion Clear Barriers: Other Interests Time, Location, Money, Major Dialectical Complexity / Competing Themes Lack of Personal Distance + Awareness Interest, Confjdence, and/or Familiarity Course Availability Access: Location and Awareness

topic..Unwelcoming_Environment topic..Competitive_Auditions topic..University_Priorities topic..No_Barriers LIWC..relativ topic..Accessibility topic..Course_Load topic..Departmental_Segregation topic..Time topic..Ennui Personal Climate of Capacity Exclusion explains about 18% of the variation among responses

“Time schedule confmicting with class or other extracurriculars” “Not enough time in my schedule to be in a club or group for pure enjoyment.” “Large time commitment. Very intense competition” Personal Climate of Capacity Exclusion

“Might be time consuming, not really socially acceptable compared to volunteering or being in an interest group” “I tried to join campus band, but as a freshman it was very far from where I lived. I went to the fjrst practice and I didn’t fjnd it as fun because the fjrst day the people in my section were very competitive and it made me not want to join because I experienced enough competition in classes.” Personal Climate of Capacity Exclusion

“The art department doesn’t let you use the studios unless you are taking a class in that studio.” “I wanted to be in an acapella group and had tried out for 4-5 my sophomore and freshman year. I got called back from two difgerent groups but didn’t make it from there. It was hard because I really wanted to be in an acapella group and not in a choir, so therefore I haven’t gotten to sing here, which makes me sad.” “The great and sad part of UM is the wealth of talented individuals who go here-- makes it hard for me, a moderately talented individual in a number of fjelds, to try out for a play or musical group and actually make it because I’m competing with, for example, percussion majors for Groove and theatre majors for a part in a play.” Personal Climate of Capacity Exclusion

“As an engineer, I feel there could be more opportunities to get involved in the arts. I feel too intimidated by art majors or minors to take an art class for fun, which I otherwise would do.” “Skill Requirements and inner departmental circles. It is hard to get involved as an engineer” “Fear of judgement” “Kind of intimidating, somewhat a culture of arrogance at times” “Stigma against artistic pursuits as fmaky or not productive.” Personal Climate of Capacity Exclusion

demographic: income comparison: More than $150,000 -and- $50,000-$100,000 estimate: 0.26160219 tukey adj.p.value: 0.00642735 pos−x: Climate of Exclusion neg−x: Personal Capacity 0.4 income Less than $50,000 density $50,000−$100,000 $100,001−$150,000 0.2 More than $150,000 0.0 Personal Climate of −6 −3 0 3 6 PC1 Capacity Exclusion

demographic: school comparison: Engineering -and- Literature, Science & the Arts estimate: -0.344558809 tukey adj.p.value: 0.00769074 pos−x: Climate of Exclusion neg−x: Personal Capacity school Literature, Science & the Arts Engineering 1.00 Ross School of Business Music, Theatre & Dance Education 0.75 Public Policy density Law Nursing 0.50 Kinesiology Public Health Architecture & Urban Planning Medicine 0.25 Pharmacy Stamps School of Art & Design Art & Des & Mus, Theat & Dance 0.00 −6 −3 0 3 6 Personal Climate of PC1 Capacity Exclusion

LIWC..Analytic topic..Ennui LIWC..Clout topic..No_Barriers,_Except LIWC..relativ LIWC..function Clear Barriers: Time, Major, Other Interests explains about 11% of the variation among responses Location, Cost

“Cost, time” “Science requirements for science majors make it diffjcult to take classes in the arts, and sometimes to experience extra art activities.” “Diffjcult to sign up for ARTDES courses, since no contact info for professors whose permission is needed.” Clear Barriers: Time, Major, Other Interests Location, Cost

“Do not have the time and I have other interests” “No barriers. Just my other interests are higher than my desire to be involved in the arts most of the time” “The only barriers I see is the impracticality of being involved in the arts as a pre-medical mathematics major.” Clear Barriers: Time, Major, Other Interests Location, Cost

demographic: sex comparison: Female-Male estimate: -0.1517617 tukey adj.p.value: 0.00262935 pos−x: Other Interests neg−x: Clear Barriers: Time, Major, Location, Cost 0.6 sex density 0.4 Male Female 0.2 0.0 Clear Barriers: −5.0 −2.5 0.0 2.5 5.0 7.5 PC2 Time, Major, Other Interests Location, Cost

demographic: parent education level comparison: Ph.D or professional degree-Bachelor’s estimate: -0.284336 tukey adj.p.value: 0.00016848 pos−x: Other Interests neg−x: Clear Barriers: Time, Major, Location, Cost 0.8 0.6 parented High school diploma or equivalent Associate's density 0.4 Bachelor's Master's Ph.D or professional degree Other 0.2 0.0 Clear Barriers: −5.0 −2.5 0.0 2.5 5.0 7.5 PC2 Time, Major, Other Interests Location, Cost

demographic: arts in college comparison: Yes-No estimate: -0.3963766 tukey adj.p.value: 3.26E-09 pos−x: Other Interests neg−x: Clear Barriers: Time, Major, Location, Cost 0.6 artsincollege 0.4 density No Yes 0.2 0.0 Clear Barriers: −5.0 −2.5 0.0 2.5 5.0 7.5 PC2 Time, Major, Other Interests Location, Cost

demographic: hs type comparison: Private religious-Traditional public estimate: 0.23587691 tukey adj.p.value: 0.02203453 comparison: Private non-religious-Private religious estimate: -0.5174393 tukey adj.p.value: 0.00075395 pos−x: Other Interests neg−x: Clear Barriers: Time, Major, Location, Cost 0.8 0.6 hstype Traditional public density Public charter 0.4 Public magnet Private religious Private non−religious 0.2 Clear Barriers: 0.0 −5.0 −2.5 0.0 2.5 5.0 7.5 PC2 Time, Major, Other Interests Location, Cost

demographic: hs arts frequency comparison: Occasionally-Never, estimate: -0.6056542, tukey adj.p.value: 2.65E-08 Frequently-Never, estimate: -0.9226483, tukey adj.p.value: 3.39E-09 Frequently-Occasionally, estimate: -0.3169941, tukey adj.p.value: 3.45E-09 pos−x: Other Interests neg−x: Clear Barriers: Time, Major, Location, Cost 0.6 hs_arts_freq density Never 0.4 Occasionally Frequently 0.2 0.0 Clear Barriers: −5.0 −2.5 0.0 2.5 5.0 7.5 PC2 Time, Major, Other Interests Location, Cost

BARRIERS Personal Capacity, Priorities, and Preferences Competition & Selectivity w/in Majors and Clubs Access: Time & Timing, Location, Cost, Major Personal Interest, Confjdence, and/or Familiarity Course Availability for Non-Majors Distance & Location Awareness, Marketing, & Communication

IMPLICATIONS Familiarity, comfort and interest drive engagement to overcome barriers. For some, the barriers are straightforward. For others, there are multiple challenges. Structural barriers such as disciplines/major/culture and location are real and not evenly experienced. Interest in arts and thus experience of barriers may be moderated by environments and exposure to the arts.

time, I am amazed by the talented students at UM.”,”Mixed feelings, happy while involved, depressed when not involved”,”Free and happy”,”helped shape future career goals in music promotion”,”Great.”,”It opened my eyes to a whole new world of possibilities that I didn’t know existed. I found a renewed ap preciation for the arts.”,”I felt more cultured and happy.”,”Well rounded and happy. I love working with other people who make music, and it’s great to get the chance to do so so often.”,”Happy, creative, passionate, and meaningful.”,”Involved and a part of something bigger than myself.”,”Cultured and awar involved,”,”It was a release and allowed for me to relieve my stress and tension from being in engineering classes only doing math and science problems all day. The arts allowed for me to add personality to my work.”, ”It makes me feel good about myself and interested in life in general”,”cultured”,”Happy”,”I was glad to be able to learn about the work of others, and gain a better appreciation of the arts.”,”I loved every minute of it. I wish I had time to do mor involved in my creative side”,”Open-minded.”,”Good.”,”Great. They are some of my favorite memories/time spent in college”,”Great! Better connected with the creative world.”,”I love it - it’s fun, and I like continuing my education in the arts - it makes me feel more cultured (which I think is good!)”,”I like the FEEL arts!”,”personally expressed”, ”A sense of belonging””It was solely for enjoyment.”,”i wish i could do it more but i need to set priorities”,”the lack of involve ment in the arts during college makes me feel upset and inspired at the same time to pick up a paint brush and make something creative”,”Good, enjoy able”,”I always feel good when I’m involved in the arts. There’s always something positive to take away, with any form of art.”,”Happy and creative, but also stressed out at times”, ”Happy, fulfjlled” ,”Happy”,”Appreciative of the talents of others.”,”I really enjoyed my involvement in the arts. When I was variety chair it was sometimes stressful, but defjnitely worth all of the work at the end!”, ”creative!”,”It helped me keep myself spirited and motivated.”,”worldly”,”Involve ment in the arts is a good way to take a break from studying and socialize with friends.”,”I am IN THE MUSIC SCHOOL, so, everything ranging from abso lutely fantastic and full of joy to completely miserable, depending largely on my performance.”,”a part of something”,”Happy, relaxed, excited, and at peace.”,”Happy, optimistic about the world”,”It made me feel as though I was part of the arts even though I never seen myself as creative”,”My lack of in volvement has actually saddened me, but galvanized me to try and learn more in the future.”,”Stressed at times but overall it made the University seem a lot more personal and made me really feel like I was a part of something. Also, the performances were amazing and reminded me how much I love dance.”,”I haven’t been involved much, but when I am involved in arts, it’s fun and I usually like the end product.”,”Much better, cultured, relaxed”,”I always enjoy art, it is expressive and emotionally charged.”,”Entertained, engaged. Like it was a more worthwhile and isolated experience than going to an athletic event”, rounded, educated, important.”,”It’s been a relief, a place to let everything out”,”part of a community, passionate, inspired, electric”,”It made me feel mor knowledgeable about the world and better able to relate to others”,”Fine. It’s not a big deal. I like it when people listen to my music and like it but I do it for me fjrst. Also photography is really fun to me and it’s nice when people appreciate my photos but again, I do it because it’s fun not for praise.”, ”Being in volved in the arts has been great for me in that it helped me to form many meaningful friendships and put me in contact with an incredibly diverse range of people from all backgrounds and experiences.”,”Like I was enriching myself and becoming more worldly.”,”I felt that I became more expressive as a r participating in the arts during college”,”Great!”,”Connected to the arts world. Inspiring and soothing.”,”I wasn’t involved in arts very much”,”I have not partic

How did your involvement Connected to Others throug… Connected and Empowered Less Stressed and More Exp… in the arts during college Empowered Proud Successful make you feel? Accomplished & Creative Enlightened Well Rounded Meaningful Part of Something Bigger Connected Gained Perspective and App… Fulfilled Entertained Culturally Aware Balanced Refreshed Regretful Gratitude Uninvolved Wishful Grateful 14 TOPICS Gratified 1207 STUDENT RESPONSES Happy

Principal Components Variables − PCA Analysis (PCA) of topic 1.0 prevalence, LIWC, topic..Regretful DocuScope LAT, and AIC topic..Wishful topic..Wishful topic..Wishful topic..Wishful topic..Entertained variables. (n=654) cos2 0.5 Five components 0.2 explained 56% of 0.4 the variation among 0.6 Dim2 (14.4%) LIWC..posemo LIWC..posemo LIWC..posemo LIWC..posemo responses about LIWC..affect LIWC..affect LIWC..affect cos2 0.0 LIWC..Authentic LIWC..Clout LIWC..Clout how the arts made LIWC..function LIWC..Tone LIWC..Tone LIWC..T LIWC..T LIWC..T LIWC..Tone LIWC..Tone 0.7 students feel. 0.6 LIWC..Analytic 0.5 AIC..ELAB AIC..ELAB AIC..ELAB AIC..ELAB AIC..ELAB 0.4 topic..Gained_Perspective_and_Appreciation erspective_and_Appreciation e_and_Appreciation e_and_Appreciation e_and_Appreciation We focus on and 0.3 AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL AIC..DIAL −0.5 topic..Proud describe these fj ve. AIC..IC topic..Part_of_Something_Bigger *Then, PC X Demographics analysis: ANOVA w/Tukey post- hoc test for difg erences among −1.0 factor means. −1.0 −0.5 0.0 0.5 1.0 Dim1 (18.5%)

Ambivalent Very Positive (positive) Connected Enjoyment and Fulfjlled and Regret Meaningfully Empowered Gratifjed Elaborative Cultured Accomplished

LIWC..Analytic LIWC..Clout LIWC..function LIWC..posemo LIWC..Authentic LIWC..afgect AIC..IC Very Ambivalent Positive (positive) explains about 19% of the variation among responses

“Good knowing I have a special creativity and others had their own too; a great supportive system” “My involvement made me feel more connected to the university and helped me expressive my creative desires” “I enjoy drawing and photography. It is a stress reliever and I like having a tangible product representing my work” “Great. It helped me make friends, and it also helped me grow while staying connected to my past.” “I feel now that I am contributing to the world in a very important, positive way that can afgect everyone, not only local audiences.” Very Ambivalent Positive (positive)

“I felt that I was a part of something and that I had something to contribute to a group and a vision and to making that vision a reality.” “Creative, independent, and fulfjlled.” “More creative and open-minded.” “All kinds of things. Blessed, excited, inadequate, encouraged, stressed.” “Empowered. Creative. Talented. Relieved. Calm. Powerful. Beautiful. Strong. Emotional. Loving.” Very Ambivalent Positive (positive)

“I was not as involved in the arts during college as I would have liked...I also wish I could have taken more classes in the arts, like fjlm and photography, and maybe creative writing. I was unable to do so due to fjnancial constraints; I only took classes for which I could get credit towards my major (and as an engineering major, few, if any, arts classes are applicable). There are a lot of things I wish I could go back and change in terms of my arts and culture experience at Michigan. Sadly, there is no going back, but I am lucky that I’ll be living in the greatest city in the world next year (New York), where artistic and cultural opportunities abound.” “The arts make me think of a difgerent view on life. I don’t get a chance to experience them a lot, but when I do its very refreshing” “I wish that I could actually participate rather than just attend” Very Ambivalent Positive (positive)

AIC..ELAB topic..Connected_to_Others_through_the_Arts AIC..DIAL topic..Gained_Perspective_and_Appreciation topic..Part_of_Something_Bigger topic..Regretful topic..Proud topic..Wishful AIC..IC topic..Entertained Connected Enjoyment and Fulfjlled and Regret explains about 14% of the variation among responses

“Connected to those around me in a “bigger than myself” kind of way.” “Involved and a part of something bigger than myself.” “Good, like I’m a part of something bigger than myself and bigger than this university.” “It makes me feel like I’m part of a community and more connected to the University” Connected Enjoyment and Fulfjlled and Regret

“I feel very accomplished after I fjnish a creative project. I feel more connected to a creative project than I do when I study for an objective exam or fjnish some memorization homework. I feel like it uses more critical thinking, and I feel more connected to the project and I learn the material better.” “It made me feel competent, accomplished, gave me an opportunity to express myself as well as gain a greater appreciation of the arts.” Connected Enjoyment and Fulfjlled and Regret

“GREAT! Without the arts involvement I had I would probably not be sane, and am utterly grateful for programs like Arts at Michigan that make my involvement possible. The arts are a great way for me to meet and collaborate people studying entirely difgerent things, and to also bring the arts into what I am studying (neuroscience/pre-med). At times, the arts also provide a good way to get away from all my daily stresses and clear my mind too.” “I’m a civil engineer and often spend the majority of my time thinking analytically and technically. My exposure to the arts has been a nice contrast, opening up my mind to a whole new way of thinking/ expression.” Connected Enjoyment and Fulfjlled and Regret

“I wish I was involved in the arts more in college. It makes me sad.” “I really enjoyed the performances I have gone to and they make me wish I had been a part of something like them.” “I consistently enjoy my involvement with the arts.” “I really enjoyed participating in the arts and it made the college feel a little smaller and more intimate” “Some regret that I was not able to participate more.” “I wish I would have attended more performances.” Connected Enjoyment and Fulfjlled and Regret

demographic: participated comparison: Yes-No estimate: 0.95809224 tukey adj.p.value: 2.11E-05 pos−x: Enjoyment and Regret neg−x: Connected and Fulfilled 0.2 sr_participated density No Yes 0.1 0.0 −6 −3 0 3 6 Connected Enjoyment PC2 and Fulfj lled and Regret

demographic: arts in college comparison: Yes-No estimate: 0.59292171 tukey adj.p.value: 9.14E-05 pos−x: Enjoyment and Regret neg−x: Connected and Fulfilled 0.2 artsincollege density No Yes 0.1 0.0 Connected Enjoyment −6 −3 0 3 6 PC2 and Fulfj lled and Regret

demographic: hs arts frequency comparison: Occasionally-Never, estimate: 1.02622441, tukey adj.p.value: 0.02692079 Frequently-Never, estimate: 1.10764544, tukey adj.p.value: 0.01396947 pos−x: Enjoyment and Regret neg−x: Connected and Fulfilled 0.2 hs_arts_freq density Never Occasionally Frequently 0.1 0.0 −6 −3 0 3 6 Connected Enjoyment PC2 and Fulfj lled and Regret

ARTS’ AFFECT: IMPLICATIONS Overwhelmingly positive. Connected, Fulfjlled, Empowered, Grateful, Meaningful, Cultured, Accomplished, Successful, Well-Rounded, Balanced, Entertained The arts make people feel connected and part of something larger. Where there was ambivalence: expressions of regret. Hig h school participation may be strongly infmuential.

“I can become more open minded”,”Ways to express my feelings and thoughts. I’ll have more time to explore such outlets after college.”,”Creativity fulness, presence”,”Diversify views. Get worldly views. Associate with a difgerent type of people. Have better/enriching conversations (most important).”,”Yes: I can become more open-minded about difgerent creative thought processes, as well as the values of other cultures.”,”Becoming more creative, better at self expression”, ”Be inspired to get involved in other things” ,”I think the arts allows for creative expression not only in the artists performing or creating the work, but also in an audience member because they are able to take that experience and make whatever they want out of it. They have may have a renewed out lok on the world or they may be able to see a difgerent perspective on a particular issue through the arts.”,”I think the arts really challenge you to look at things in unique ways and to appreciate other people’s creativity. That’s something that I think will stick with me for the rest of my life and help me to have a unique outlook at life.”,”I think that being involved in art can provide individuals with a more well rounded perspective”,”it expands your consciousness, it makes you grow as a person emotionally. it expands your horizons culturally.”,”I think if you fjnd passion in the arts, then it is very easy to discover yourself and expand upon those interests.”,”Time management skills, people skills”,”it increases your powers of observation allowing you see things in life that you GROWTH may pass over normally”,”learn to appreciate jobs and career very difgerent from my own. learn more about other cultures”,”Become more open-minded, and learn more about your own abilities and talents”,”Become more open minded”,”As a person you fjnd an expressive form and possible career path.”,”The arts ofger a new lens with which to view difgerent people’s experiences and perspectives, and getting a glimpse through that lens can only ofger more knowl edge about the world and all the people in it.”,”I can become more confjdent.”,”Arts teach you values and responsibility and develop your personal identi ty.”, ”I think that it will make me a more interesting, well-rounded, and fmexible person.” ,”Through personal beliefs, creativity, awareness, and acceptance of new things and ideas.”,”more understanding and knowledgable”,”Learning more about other ways of thinking, and also fjnding new ways to express my self.”,”It allows for expression in a personal manner and I think it allows for personal growth”,”I think the arts could make me more open-minded and be more creative. The arts are enjoyable when I fjnd time for them.”, ”I think it helps you to connect to your thoughts.”,”I think you can learn to work with others and learn difgerent ways of thinking and looking at things”, ”It can open your mind to new experiences”,”see the world in a new light”,”learn to expr thoughts and ideas better”,”Increase in calmness.”,”greater appreciation of other things”,”It expands my mind in unmeasurable ways. It lets expr to the world.”,”grow in your open-mindedness”,”Just learn to appreciate beautiful works”,”Develop an open mind and become culturally present”,”Playing music has given me challenges that I overcame which helped my grow in my problem solving skills. Also, participating in a lot of music activities made me be a better time manager and have better organizational skills.”,”In terms of bettering self-image, being more knowledgeable about the world around me, and also in terms of career goals.”, ”Become more open-minded and feeling more connected to others.” ,”More responsible, more accepting, more cr open minded”,”It can get me to think outside the box, and to express myslef. It seems like art is all about expression so it is a way to get our some str and anger.”,”Using more creativity in some aspect of my life. being a better communicator.”,”culturally, emotionally, socially”,”I believe I can be mor and begin to come up with new, fresh ideas that have not been thought of before.”,”Learning how to express what is in my head on a piece of paper lyzing your reactions to difgerent forms of art, and considering what that says about you”,”I think the arts will help me grow as a person by appreciating what other people can produce and also by understanding the ways in which people are difgerent.”,”I think they have the ability to teach discipline and have the ability to grow your mind in difgerent ways. It helps someone to express themselves (emotions/personality) when that might not otherwise be possible.”,”Cre atively, improving my ability as a writer and in crafts”,”You can learn to express yourself and harness creativity and beauty.”,”The arts allow one to express

“In what ways do you think you Connect with People in New… Experiencing the New can grow (through the arts)? ” Exposure to New Experiences Self Fulfillment Personal Skills Self Exploration Intra-Personal Growth More Self-Aware Cultural Appreciation Understanding and Acceptin… Empathetic Humanist Perspective Expanded Worldview More Open-Minded 11 TOPICS Spiritually, Emotionally, … 971 STUDENT RESPONSES Holistically Creativity, Expression and…

Principal Components Variables − PCA Analysis (PCA) of topic 1.0 prevalence, LIWC, DocuScope LAT, and AIC variables. (n=971) topic..Cultural_Appreciation cos2 0.5 AIC..IC LIWC..Analytic Four components AIC..ELAB 0.2 AIC..DIAL explained 44% of 0.4 topic..Connect_with_People_in_Ne topic..Connect_with_People_in_Ne topic..Connect_with_People_in_Ne topic..Connect_with_People_in_Ne topic..Connect_with_People_in_Ne topic..Connect_with_People_in_Ne topic..Connect_with_People_in_New_Ways eople_in_Ne eople_in_New_W eople_in_Ne eople_in_New_W the variation among 0.6 Dim2 (10.9%) responses in the ways topic..Exposure_to_New_Experiences iences iences iences cos2 0.0 topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Communication topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Communication topic..Creativity_Expression_and_Communication topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Communication topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm topic..Creativity_Expression_and_Comm unication unication unication students think they can 0.6 LIWC..function LIWC..function LIWC..function LIWC..function grow (through the arts). 0.5 topic..More_Self_A topic..More_Self_A topic..More_Self_A topic..More_Self_Aw topic..More_Self_A topic..More_Self_Aware topic..More_Self_A topic..More_Self_A 0.4 We focus on and topic..Self_Exploration topic..Self_Explor topic..Self_Explor topic..Self_Explor topic..Self_Explor topic..Self_Explor 0.3 −0.5 LIWC..verb LIWC..v LIWC..verb LIWC..v LIWC..v LIWC..v LIWC..v describe these four. LIWC..focuspresent *Then, PC X Demographics analysis: ANOVA w/Tukey post- hoc test for difg erences among −1.0 factor means. −1.0 −0.5 0.0 0.5 1.0 Dim1 (15.7%)

Receptive to Creativity, New People, Self-Expression, Perspectives, and and Communication Experiences Awareness and Self-Awareness Exploration of and Exploration Others Cultural Maturity Personal Skills Social Maturity More Open-Minded

LIWC..Authentic LIWC..verb LIWC..focuspresent topic..Connect_with_People_in_New_Ways topic..Exposure_to_New_Experiences AIC..ELAB topic..Creativity_Expression AIC..DIAL _and_Communication LIWC..function Receptive to Creativity, Self- New Experiences Expression, and People, and Communication explains about 16% of the variation among responses Perspectives Skills

“Through interactions with other people, actively stretching my boundaries, and constant exposure to new ideas and perspectives.” “I believe that exposure to the arts will open my mind and allow me to see perspectives and connections that I otherwise wouldn’t. This is true, perhaps, because exposure and involvement in the arts activate areas of the brain outside of the logic/memory regions primarily used in my premed academic work.” “Open-mindedness. Art allows me to learn things that I would not have learned otherwise and I can’t unlearn those things and some of those things can be applied to problem solving.” Receptive to Creativity, Self- New Experiences Expression, and People, and Communication Perspectives Skills

“I think I can become more creative. I also think the arts allow me to be more at peace, which allows me to grow in all other areas of life. The arts also allow me to connect with other people and other cultures.” “In confjdence, creativity, problem solving, gaining a larger perspective, seeing from other points of view, learning about other people and their thoughts” “I think arts can help build a person’s creativity, which is important in all aspects of life. Furthermore, art expands the range of experiences you can have, making you more open-minded.” Receptive to Creativity, Self- New Experiences Expression, and People, and Communication Perspectives Skills

“It really improves one’s self confjdence, I think. I think it also makes one more open to new experiences.” “I think that diversity of experience can help everyone, and that the arts provide an emotional outlet for many people. These can help anyone grow in a way that allows them to understand their own creativity and the creativity of others with difgerent opinions and emotions than their own.” “Intellectually you can expand your horizons and creativity, you can learn to appreciate others and see things from difgerent perspectives, emotionally it can help you cope with difgerent things” Receptive to Creativity, Self- New Experiences Expression, and People, and Communication Perspectives Skills

“Enhance your sense of self, creativity, expression, and respect for the work of others.” “I will continue to grow in creativity and the ability to express myself” “I think the arts teach you expression, which can extend into all other areas of your life.” “Become a more efgective communicator.” Receptive to Creativity, Self- New Experiences Expression, and People, and Communication Perspectives Skills

topic..Cultural_Appreciation LIWC..Analytic AIC..IC topic..More_Self_Aware AIC..ELAB topic..Self_Exploration AIC..DIAL LIWC..verb topic..Expanded_Worldview LIWC..focuspresent Awareness and Self-Awareness Exploration of and Exploration explains about 11% of the variation among responses Others

“Creativity, emotions, expression, learn about yourself, hone your thoughts and feelings.” “Art requires constant self-refmection that may lead to understanding oneself better. Art requires risks and is challenging which can help people grow and either learn from mistakes or gain confjdence in their abilities.” “I think that involvement in the arts allows people to tap into emotions that are normally kept hidden, and understanding all parts of yourself is important. This can be done through performing/participating, or from just observing the arts.” “I think it helps your emotional and mental development. It allows for personal expression as well as brain development.” Awareness and Self-Awareness Exploration of and Exploration Others

“Continuing to expand my worldview and fjnd inspiration for choices in my own life.” “Personal, cultural, social understanding, physical activity, mental health” “Problem-solving, resilience, self-esteem, appreciation of others, happiness and fulfjllment.” “I think involvement in the arts can promote open mindedness, self- discovery, appreciation of beauty, improved self-esteem, and other personal developments” “Boosts your self-esteem and self-expression, makes you more confjdent, helps creatively think and problem solve, makes you a good communicator.” Awareness and Self-Awareness Exploration of and Exploration Others

“By expanding your worldview and your personal aesthetic. Also by sharing the experience of art with other people, you learn a great deal about difgerent cultures and human perception.” “Expand your cultural viewpoints. Learn about others points of view” “Understanding the ideas/feelings of others. Efgective expressive communication. Teamwork. Learning to work under diverse leadership. Attention to detail. Self-directed and motivated work.” “Ability to understand the diversity of methods of expression and have a greater understanding of other cultures through their arts” Awareness and Self-Awareness Exploration of and Exploration Others

“You can grow in cultural understanding and acceptance of those difgerent from you.” “Broadened horizons, meeting difgerent types of people.” “You can broaden your horizons and come to appreciate people with difgerent talents and interests, as well as the lives people live in other cultures (even within the same country).” “Can gain creativity, will also be able to meet new people that are difgerent from the traditional business people I always hang out with and they can give me a difgerent perspective on things” Awareness and Self-Awareness Exploration of and Exploration Others

demographic: high school location comparison: Rural-Suburban estimate: -0.3874909 tukey adj.p.value: 0.03574811 pos−x: Awareness and Exploration of Others neg−x: Self−Awareness and Exploration 0.3 hslocation 0.2 density Urban Suburban Rural 0.1 0.0 Awareness and −5 0 5 Self-Awareness PC2 Exploration of and Exploration Others

demographic: hs arts frequency comparison: Frequently-Occasionally estimate: -0.2977901 tukey adj.p.value: 0.02392838 pos−x: Awareness and Exploration of Others neg−x: Self−Awareness and Exploration 0.2 hs_arts_freq density Never Occasionally Frequently 0.1 0.0 Awareness and −5 0 5 Self-Awareness PC2 Exploration of and Exploration Others

ARTS’ IMPACT ON GROWTH: IMPLICATIONS Personal development and orientation towards others. Openness and exploration of new perspectives and practices. Cultural fmuency and social maturity. Skills, knowledges, and dispositions of creativity, communication, awareness, leadership, and expression. Complementarity to other domains of study, work, experience, and socialization. Integrative thinking is rooted in “receptiveness to new perspectives” and “exploration of others’ points of view.”

ARTS’ IMPACT ON GROWTH: IMPLICATIONS Integrative thinking is rooted in “receptiveness to new perspectives” and “exploration of others’ points of view.” ”I think that people are able to grow through the arts because it provides a needed outlet not only for personal expression of identity, values, and beliefs, but for connecting with one another. Arts are something that require no common language, experiencs, or backgrounds, and people across communities can coexist and learn from one another through the arts.”

ARTS’ IMPACT ON GROWTH: IMPLICATIONS Integrative thinking is rooted in “receptiveness to new perspectives” and “exploration of others’ points of view.” ”By understanding deeper cognitive functions, connecting with others across and because of difgerence, its connection with newness and yet familiarity. Art performs communicative functions that words cannot. Art goes beyond words.” “Step outside your own interests to appreciate the passions of others. It helps to relate to people you otherwise would not understand.”

ARTS’ IMPACT ON GROWTH: IMPLICATIONS Integrative thinking is rooted in “receptiveness to new perspectives” and “exploration of others’ points of view.” “The arts help you grow individually but also as an individual within a community, culture, and nation. They connect you to others outside of your comfort zone and also inside of your group, and the more one is able to connect with others, the more one can grow individually and grow the larger group.”

The Arts and Design in Research Universities: Interdisciplinary Impacts and Practices Mellon-funded study: SPARC (Supporting Practice in the Arts, Research and Curricula) Data set: interviews with upper-level administration, faculty, stafg and students at 38 research universities, 2012-2015

SPARC Question 25: What impact did you hope to see? What impact did you actually see and how did you measure it? SPARC Question 26: How have these programs afgected your teaching and research? What about your colleagues’ teaching and research? [and varia- tions of this wording] 212 responses to these questions 273 impacts identifjed

Arts Engagement data set: “In what ways do you think you can grow through the arts? n=971 “How did your involvement in the arts during college make you feel?” n=1207 “What role did the arts play in your development as a person, friend, colleague, and student during college?” n=840 What do you see as the barriers preventing you from being involved in the arts at the University of Michigan (if you experienced any)?) n=3857

PROMOTES NEW PERSPECTIVE, AWARENESS, AND UNDERSTANDING Exposure to the Arts Broader perspective Beyond disciplinary boundaries New understanding Thinking differently Refresh thinking Appreciation for the physical world Connections to other people and other resources Cultural awareness and diversity Dissemination and visibility