Political Engagement Project (PEP), 2003-2005 [United States]

The Political Engagement Project (PEP), 2003-2005 [United States] collection includes data that was collected as part of the Carnegie Foundation for the Advancement of Teaching Political Engagement Project. PEP was conducted to study the effects of a number of promising educational approaches that were designed to support political development. PEP data describe and assess the impact of 21 undergraduate courses and co- or extra-curricular programs in the United States designed to foster informed political engagement. Outcome for PEP interventions were measured in four central dimensions of political engagement: knowledge and understanding, skills, motivation, and action. Political engagement was broadly defined to include a wide range of democratic involvement, including not only voting and electoral participation, but also many types of non-electoral or nonconventional activities, from informal political discussions, to involvement in community problem-solving, to boycotts, protests, and other efforts to influence political decisions or policies at any level. PEP survey instruments also included variables to explore students' political party identifications and self-descriptions to determine if these were impacted by the PEP interventions. The courses and programs included in the study were located at a diverse set of institutions across the country and drew a wide range of students, including many racial/ethnic minorities and first generation college students. The data document the course and program goals and pedagogies, students' perspectives on their experiences in the program, and the impact of these experiences on key dimensions of political development such as knowledge, sense of political efficacy and identity, and skills of democratic participation. Students completed a survey before and after each course or program, and a small number of students from each were interviewed in depth. The faculty leaders were also interviewed and completed a survey, as well as participating in two in-depth conferences. The student survey and other research instruments were designed to document and examine course and program goals, particular approaches to teaching and learning, student perspectives on their experiences, and the impact of these experiences on students' political learning and engagement. To that end, the survey includes a number of questions from existing national surveys that can be used to compare students to other populations, as well as many new questions the research team developed to help identify and understand students' experiences and outlooks with greater specificity and nuance. This collection includes the following demographic variables: year in school, academic major, employment status, living environment, sex, race, age category, religion, citizenship, country of birth, parental country of origin, and parental education level.

《政治参与项目》（PEP，2003-2005年[美国]）所收集的数据，是卡内基教学促进基金会政治参与项目的一部分。该项目的实施旨在探究一系列有潜力的教育方法对政治发展的影响。PEP数据详细阐述了评估美国21门本科课程及辅修或课外项目对培养理性政治参与的影响。PEP干预措施的效果从政治参与的四个核心维度进行衡量：知识与理解、技能、动机和行动。政治参与被广泛定义为包括广泛的民主参与形式，不仅涵盖投票和选举参与，还包括从非正式的政治讨论，到参与社区问题解决，再到抵制、抗议以及其他旨在影响任何级别政治决策或政策的非选举或非常规活动。PEP的调查工具还包括变量，以探讨学生的政党认同和自我描述是否受到PEP干预措施的影响。研究中的课程和项目分布在全国各所多样化的机构中，吸引了包括许多种族/民族少数群体和第一代大学生在内的广泛学生群体。数据记录了课程和项目的目标与教学方法，学生对其在项目中的体验的看法，以及这些体验对政治发展关键维度（如知识、政治效能感和身份认同感以及民主参与技能）的影响。学生在每门课程或项目前后完成了一份调查，并且从每个项目中抽取了一小部分学生进行了深入访谈。教师领导者也被访谈并完成了一份调查，同时还参与了两次深入研讨会。学生调查和其他研究工具的设计目的是记录和审查课程和项目的目标，特定的教学与学习方法，学生对自身体验的看法，以及这些体验对学生政治学习和参与的影响。为此，调查包括了来自现有国家调查的一些问题，可用于将学生与其他群体进行比较，以及研究团队开发的大量新问题，以更具体和细微地识别和理解学生的体验和观点。本数据集包括以下人口统计学变量：在校年份、学术专业、就业状况、居住环境、性别、种族、年龄类别、宗教、国籍、出生国、父母国籍和父母教育水平。