An exploratory analysis of how civic online reasoning develops during college

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Roundtable Session 5: Student Learning and Development in College and Beyond

Abstract

This study examines the development of civic online reasoning (COR) skills among college students using data from a longitudinal panel at a large public university. Drawing on the Stanford History Education Group’s framework, we track students’ ability to evaluate online credibility across three college years. Although 70% began at the lowest performance level, COR skills improved over time. Social science majors outperformed STEM peers, and higher high school GPA predicted stronger performance. Using multilevel modeling with REML and rater-adjusted Rasch scores, we find promising growth and discipline-based differences. Bridging civic education and the sociology of education, we show that COR is not innate but shaped by disciplinary learning, supporting broader civic aims for higher education.

Authors

• Enrique Eduardo Valencia Lopez, University of California - Berkeley

• Jeffrey M. DeVries, University of California - Irvine