NIH – Publications

@techreport{Cobian2019c,

title = {Cultivating STEM Talent: Lessons from Exemplar Institutions},

author = {Krystle P. Cobian and Sylvia Hurtado and Hector Ramos and Ana Karen Gomez},

url = {https://heri.ucla.edu/pub/Cultivating-Talent-Exemplar-Institutions-AERA-2019.pdf},

year  = {2019},

date = {2019-04-10},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute},

note = {Paper presented at the American Educational Research Association in Toronto, Ontario, Canada.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gomez2018,

title = {Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions},

author = {Ana Karen Gomez and Krystle P. Cobian and Sylvia Hurtado},

url = {https://heri.ucla.edu/pub/AERA-Lessons-from-Hispanic-Serving-Institutions.pdf},

year  = {2018},

date = {2018-04-16},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2016b,

title = {The Nexus of Knowledge Production and Acquisition: Integrating Research and Teaching in STEM Classrooms},

author = {Tanya Figueroa and Ashlee Wilkins and Sylvia Hurtado and M. Kevin Eagan 



},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2016_TheNexusofKnowledgeProductionAcquisition.pdf},

year  = {2016},

date = {2016-04-11},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {The prevailing thought in academia is that faculty cannot be both productive researchers and

excellent teachers. Using data from the Higher Education Research Institute’s (HERI) 2013-2014 Faculty

Survey, the purpose of this study is to examine the relationship between scholarly productivity, studentcentered

teaching, and discipline-based teaching activities, controlling for select demographic and

contextual factors. Structural equation modeling (SEM) was used on a national sample of 4,548 STEM

faculty across 262 institutions to simultaneously estimate the relationships among confirmed latent

constructs. Findings show that the simple relationship between scholarly productivity and the use of

student-centered teaching practices is significantly negative but becomes significantly positive after

introducing authentic forms of research in teaching (the nexus of knowledge production and

dissemination) as a mediator between scholarly productivity and student-centered teaching. The

relationship between scholarly productivity and student-centered teaching also varies across institutional

type. This study changes the discourse around teaching and research, which currently seem to be at odds.

Institutional leadership and other educational stakeholders will be interested in seeking ways to both

increase research outputs and improve teaching quality, both of which encompass the bedrock of higher

education. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2016,

title = {The Faculty Role and Institutional Performance in STEM Degree Attainment},

author = {Sylvia Hurtado and Kevin Eagan and Tanya Figueroa and Ashlee Wilkins and Krystle Cobian},

url = {https://www.heri.ucla.edu/nih/downloads/Hurtadoetal_FacultyRoleInstPerformSTEM.pdf},

year  = {2016},

date = {2016-01-20},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {A great deal of national interest has focused on improving STEM teaching in colleges

and universities in order to accelerate the production of the next generation of scientists, which in

turn, will allow the U.S. to remain internationally competitive in research excellence (PCAST,

2012). However, the prevailing thought in academia is that highly productive scholars are not

typically master teachers who use evidence-based teaching practices. Yet, Elsen and colleagues

(2009) found that students benefited from learning environments where faculty were allowed the

flexibility to structure their own classes and to use pedagogy that supported a tight linkage

between teaching and research. Although several studies have suggested little or no correlation

between effective teaching and standard measures of research productivity (Hattie & Marsh,

1996), distinguished HHMI professors have contested that there can be synergy to increase the

effectiveness of both (Anderson et al., 2011). Jones (2013) offered a counter narrative to the

dominant discourse about teaching and research by instead focusing on the nexus between the

two. Her conceptual framework, Scholarship Teaching Action Research (STAR), posits that the

underlying tension within the discourse around teaching and research is structural, as research

and teaching are commonly placed on opposite ends of a continuum. She offers three ways to

conceptualize the link between research and teaching, which we draw on for the studies in this

report. There may well be a link between excellent teaching and research at institutions with

higher levels of STEM degree productivity, but we have little knowledge about these conditions

across campus contexts. We investigated this phenomenon on a national level in order to identify

the conditions, contexts, and faculty practices associated with STEM degree production.

This report builds on faculty data obtained from national surveys and institutionallyreported

data on degree production as required by the U.S. Department of Education. In 2013-14,

the Higher Education Research Institute, UCLA administered the national faculty survey and

invited institutions across the country to assess faculty work/life on their campuses. We added

questions associated with undergraduate teaching and assessment to the survey, targeting

campuses that varied according to STEM degree productivity (described in the next section) with

the support from HHMI (Grant #52008003) and NIH (5R01GM071968-12). Our goal was to

investigate the role of faculty in student talent development and conditions where it is

synonymous with excellence in research. This is particularly important when identifying

institutions that have the potential to diversify the STEM workforce. },

note = {Final report to the Howard Hughes Medical Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Wilkins2015,

title = {Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career},

author = {Ashlee Wilkins and Sylvia Hurtado and Tanya Figueroa },

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2015_ResearchAspirationsinIntroductoryClassrooms.pdf},

year  = {2015},

date = {2015-11-02},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2015,

title = {Black STEM Students and the Opportunity Structure},

author = {Tanya Figueroa and Sylvia Hurtado and Ashlee Wilkins},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2015-Black-STEM-Students-and-the-Opportunity-Structure.pdf},

year  = {2015},

date = {2015-05-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Since co-curricular activities enrich students’ experiences in STEM and support academic

success, they comprise what we term “the STEM opportunity structure.” Utilizing longitudinal data from the 2004 Freshman Survey and 2008 College Senior Survey administered by the Cooperative Institutional Research Program, this study investigates the pre-college characteristics, college experiences, and college environments that significantly influence Black students’ participation within the STEM opportunity

structure, compared to their White counterparts. The dataset is comprised of a sample of 792 Black students, and an equal number of randomly selected White students, who intended to major in a STEM discipline in their freshman year, across 175 and 91 institutions respectively. We include participation in supplemental instruction and receipt of faculty mentorship and support as two major components of the opportunity structure. HLM analysis shows institutional size, designation as an HBCU (versus a nonHBCU),

and the structural composition of the student body (i.e. the proportion of White students and proportion of STEM students) influenced Black students participation in one of the two components of the opportunity structure. Further a students’ pre-college preparation, achievement, and experiences are most predictive of the frequency with which Black students participate in SI whereas campus climate is most predictive of the frequency with which Black students receive faculty mentoring and support. Relatedly there are no overlapping predictive variables between the likelihood that Black students participate in SI and the frequency with which they receive faculty mentorship and support. This suggests that the frequency with which students participate in the opportunity structure depends on the activity in question, which is then predicted by different dimensions of the campus environment and different student behaviors. These findings can inform and direct the practices of STEM educators and student affairs practitioners concerned with developing programming which aims to support the persistence and degree completion of Black students in STEM. Ultimately, this paper contributes to the literature on how educators can better cultivate academic excellence in STEM among Black undergraduates.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2014,

title = {Adjustment to the Graduate Environment: A Focus on URM Students in STEM},

author = {Tanya Figueroa and Sylvia Hurtado },

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2014-Adjustment-to-the-Graduate-Environment.pdf},

year  = {2014},

date = {2014-11-20},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This mixed methods study investigates the key factors that impact the ability of URM students pursuing STEM graduate degrees to adjust to the graduate environment in comparison to their White and Asian peers in STEM and their URM peers in non-STEM disciplines. Given that the primary focus of this inquiry is to explore the experiences of URM students in STEM that contribute to successful management of the graduate environment, qualitative narratives of students pursing graduate degrees are used to provide contextual information on findings from a large scale longitudinal survey of a cohort of graduate students. Three major themes of issues students face in graduate school emerged: General transition and context-specific issues; issues related to variability in faculty support; and race issues and how they matter in graduate education. Other important findings were that faculty support was essential to all students in graduate school, as was involvement in research, particularly in the context of less structured graduate programs. Further URM STEM students had unique experiences in the transition to graduate school compared to their non-URM peers and URM peers in other disciplines.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2013,

title = {Underrepresented Racial and/or Ethnic Minority (URM) Graduate Students in STEM Disciplines: A Critical Approach to Understanding Graduate School Experiences and Obstacles to Degree Progression },

author = {Tanya Figueroa and Sylvia Hurtado },

url = {https://heri.ucla.edu/nih/downloads/ASHE2013-URM-Grad-Students-in-STEM.pdf},

year  = {2013},

date = {2013-11-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study examines the obstacles domestic underrepresented racial and/or ethnic minority (URM) students experience as they navigate their graduate educational journey through STEM. Results from focus group interviews with 23 participants demonstrate students contended with three overarching challenges within their formal academic environments: 1) what students saw as the negative consequences of being “underrepresented” in their program; 2) exclusion and conflict, and the ambiguous nature of these experiences; and 3) less ambiguous experiences of discrimination. },

note = {Paper presented at the Association for the Study of Higher Education in St. Louis, MO. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hughes2013,

title = {Investing in the future: Testing the Efficacy of Socialization within Undergraduate Engineering Degree Programs},

author = {Bryce E. Hughes and Sylvia Hurtado},

year  = {2013},

date = {2013-11-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {  Paper presented at the Association for the Study of Higher Education Annual Conference in St Louis, MO. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hughes2013b,

title = {Examining the Tracks That Cause Derailment: Institutional Contexts and Engineering Degree Attainments},

author = {Bryce E. Hughes and Juan C. Garibay and Sylvia Hurtado and Kevin Eagan },

url = {https://www.heri.ucla.edu/nih/downloads/AERA-2013-Engineering-Completion.pdf},

year  = {2013},

date = {2013-05-01},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at the American Educational Research Association Annual Forum, May 2013, San Francisco, CA

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2013b,

title = {Women of Color Faculty in Science, Technology, Engineering, and Mathematics (STEM): Experiences in Academia},

author = {Sylvia Hurtado and Tanya Figueroa},

url = {https://www.heri.ucla.edu/nih/downloads/AERA-2013-WOC-STEM.pdf},

year  = {2013},

date = {2013-04-30},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at American Educational Research Association (AERA), April 2013, San Francisco, California},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2017b,

title = {Supporting Future Scientists: Predicting Minority Student Participation in the STEM Opportunity Structure in Higher Education.},

author = {Tanya Figueroa and Bryce E. Hughes and Sylvia Hurtado and Gina Garcia},

url = {https://www.heri.ucla.edu/nih/downloads/NARST2013-Predicting-Minority-Student-Participation-in-STEM.pdf},

year  = {2013},

date = {2013-04-01},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the National Association for Research in Science Teaching (NARST) 2013.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012,

title = {Faculty Accessibility Cues: Opening the Doors to Classroom Communication},

author = {Kevin Eagan and Tanya Figueroa and Sylvia Hurtado and Josephine Gasiewski},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2012EaganFacultyCare.pdf},

year  = {2012},

date = {2012-06-07},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2012b,

title = {Priming the Pump or the Sieve: Institutional Contexts and URM STEM Degree Attainments},

author = {Sylvia Hurtado and Kevin Eagan and Bryce E. Hughes},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2012HurtadoPrimingthePump.pdf},

year  = {2012},

date = {2012-06-07},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012b,

title = {"Gunning" for the Win! How Competitive Classroom Environments and Student Experiences Predict Pre-Meds' Commitment to Health Research and Practice},

author = {M. Kevin Eagan and Juan C. Garibay and Michael Soh and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2012EaganPremeds.pdf},

year  = {2012},

date = {2012-06-06},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012b,

title = {Passing Through the Gates: Identifying and Developing Talent in Introductory STEM Courses},

author = {M. Kevin Eagan and Gina Garcia and Sylvia Hurtado and Josephine Gasiewski},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2012EaganPassingthroughtheGates.pdf},

year  = {2012},

date = {2012-04-14},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = { Paper presented at the Annual Conference of the American Educational Research Association, Vancouver, BC, Canada.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012b,

title = {Accentuating Advantage: Developing Science Identity during College},

author = {M. Kevin Eagan and Sylvia Hurtado and Juan C. Garibay and Felisha A. Herrera},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2012EaganAccentuatingAdvantage.pdf},

year  = {2012},

date = {2012-04-13},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2012,

title = {A Model for Redefining STEM Identity For Talented STEM Graduate Students},

author = {Felisha A. Herrera and Sylvia Hurtado and Gina Garcia and Josephine Gasiewski},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2012HerreraGraduateSTEMIdentity.pdf},

year  = {2012},

date = {2012-04-12},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}