Using data from the 2008 University of California Undergraduate Experience Survey, we show that study time and academic conscientiousness
were lower among students in humanities and social science majors than among students in science and engineering majors. Analytical
and critical thinking experiences were no more evident among humanities and social sciences majors than among science and
engineering majors. All three academically beneficial experiences were, however, strongly related to participation in class
and interaction with instructors, and participation was more common among humanities and social sciences students than among
science and engineering students.