NIH – Publications

@techreport{Herrera2011,

title = { Maintaining Career Aspirations in Science, Technology, Engineering, and Mathematics (STEM) among College Students},

author = {Felisha A. Herrera and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2011HerreraSTEMCareers.pdf},

year  = {2011},

date = {2011-11-17},

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

institution = {Higher Education Research Institute, UCLA},

note = {Presented at the ASHE Annual Conference in 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Garcia2011,

title = {Principles of Good Practice in Introductory STEM Courses: Listening to the Voices of Faculty and Students},

author = {Gina Garcia and Josephine Gasiewski and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2011GasiewskiIntroClassrooms.pdf},

year  = {2011},

date = {2011-11-17},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sharkness2011,

title = {Academic Achievement among STEM Aspirants: Why do Black and Latino Students Earn Lower Grades than their White and Asian Counterparts? },

author = {Jessica Sharkness and Kevin Eagan and Sylvia Hurtado and Tanya Figueroa and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Sharkness,%20Eagan,%20Hurtado,%20Figueroa,%20Chang%20-%20Academic%20Achievement%20among%20STEM%20Aspirants.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Association for Institutional Research},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Tran2011b,

title = {STEM Graduate Students' Multiple Identities: How can I be me and be a scientist?},

author = {Minh Tran and Felisha A. Herrera and Josephine Gasiewski},

url = {file:///C:/Users/planas/Downloads/NARST%202011%20-%20Tran,%20Herrera,%20Gasiewski%20-%20STEM%20Graduate%20Students%20Multiple%20Identities.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at National Association of Research on Science Teaching.  },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2011,

title = {Becoming STEM Protégés: Factors Predicting the Access and Development of Meaningful Faculty-Student Relationships},

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

url = {https://www.heri.ucla.edu/nih/downloads/AIR2011-Becoming-STEM-Proteges.pdf},

year  = {2011},

date = {2011-05-24},

address = {Los Angeles},

institution = {Higherq},

abstract = {Faculty interaction is an essential component in the undergraduate experience that can impact student outcomes and promote matriculation into STEM graduate programs and into STEM research careers. We explore data from a national sample of 2,311 undergraduate students who started and persisted in STEM majors to understand how they access these critical relationships with faculty during college. This study draws from frameworks of mentorship (Johnson & Ridley, 2004; Mullen, 2005; Nora & Crisp, 2007; Ragins, 1999) and academic socialization processes (Becher, 1989; Stanton-Salazar, 2010) to examine the structures of opportunity within institutions and the characteristics and behaviors of students that facilitate or

discourage STEM students’ development of supportive mentoring relationships with faculty. Findings suggest that the extent of undergraduates’ success in developing faculty support networks is influenced by differentiation in pre-college characteristics and behaviors; however, pre-college variables, such as SAT scores, matter more in determining the types of experiences students have in college that eventually connect them with faculty mentors. Predictors of being mentored by faculty in college include measures of college experiences, such as presenting research, joining academic clubs, meeting with counselors about career plans, measures of institutional climate, including feelings of isolation and perceptions of faculty, and structural characteristics of institutions, such as institutional control and selectivity. Our findings have

implications for elucidating the role of faculty and students in developing meaningful relationships that can promote college and post-college outcomes for STEM students.},

note = {Paper presented at the Annual Forum of the Association for Institutional Research, Toronto, ON, Canada.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011d,

title = {The Pathway to Loneliness: When Institutional Support Really Matters for STEM Graduate Students. Association for Institutional Research},

author = {Josephine Gasiewski and Felisha A. Herrera and Cynthia M. Mosqueda and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Herrera,%20Mosqueda,%20Hurtado,%20Chang%20-%20The%20Pathway%20to%20Loneliness.pdf},

year  = {2011},

date = {2011-05-22},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at Association for Institutional Research Annual Forum

May, 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011b,

title = {From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Association for Institutional Research},

author = {Josephine Gasiewski and Kevin Eagan and Gina Garcia and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Eagan,%20Garcia,%20Hurtado,%20Chang%20-%20From%20Gatekeeping%20to%20Engagement.pdf},

year  = {2011},

date = {2011-05-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Introductory courses in the sciences have been criticized for their lack of engaging pedagogy and their encouragement of passive learning techniques. Critics have cited these features as primary reasons why students decide to leave the sciences shortly after enrolling in college, as students report feeling un-engaged in learning and confused about course content. Using a sequential, explanatory mixed methods approach, this study provides an in-depth look at the relationship between student learning strategies, faculty pedagogical techniques, and student engagement in introductory science, technology, engineering, and mathematics (STEM) courses. Quantitative survey data are drawn from 2,873 students within 73 introductory STEM courses across 15 colleges and universities while qualitative data were collected from 41 student focus groups at eight institutions. Findings indicate that freshmen and pre-med students report higher levels of engagement. Additionally, students who feel comfortable asking questions in class, seek out tutoring, attend supplemental instruction sessions, and collaborate with other students in the course are also more likely to be engaged. At the course-level, student engagement is increased when faculty signal an openness to student questions and recognize their role in helping students to succeed. Findings from this study point to ways that instructors of introductory STEM courses can adjust their pedagogical techniques and improve their classroom climates to encourage greater levels of engagement from students. },

note = {Presented at Association for Institutional Research Annual Forum, May 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2011c,

title = {Maintaining Initial Interests: Developing Science, Technology, Engineering, and Mathematics (STEM) Career Aspirations Among Underrepresented Racial Minority Students. American Educational Research Association},

author = {Felisha A. Herrera and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202011%20-%20Herrera%20and%20Hurtado%20-%20Maintaining%20Initial%20Interests.pdf},

year  = {2011},

date = {2011-04-09},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at American Education Research Association Annual Meeting, April 9, 2011 – New Orleans, LA

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2011c,

title = {Crashing the Gate: Identifying Alternative Measures of Student Learning in Introductory Science, Technology, Engineering, and Mathematics Courses},

author = {M. Kevin Eagan and Felisha A. Herrera and Jessica Sharkness and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2011-Crashing-the-Gate.pdf},

year  = {2011},

date = {2011-03-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Garcia2011c,

title = {Predicting Latina/o STEM Persistence at HSIs and non-HSIs. American Educational Research Association},

author = {Gina Garcia and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202011%20-%20Garcia%20and%20Hurtado%20-%20Predicting%20Latino%20STEM%20Persistence.pdf},

year  = {2011},

date = {2011-03-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010g,

title = {Making a Difference in Science Education for Underrepresented Students: The Impact of Undergraduate Research Programs},

author = {Kevin Eagan and Gina Garcia and Felisha A. Herrera and Juan C. Garibay},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2010-Making-a-difference-in-science-education-for-underrepresented-students.pdf},

year  = {2010},

date = {2010-12-14},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {To increase the numbers of underrepresented minority students in science and engineering, agencies such as the National Science Foundation and National Institutes of Health have allocated significant funding to undergraduate research programs, which have been shown to increase the likelihood of continuing on to graduate school. This study utilized propensity score matching and multinomial logistic regression to examine how participation in undergraduate research affects students’ likelihood to enroll in STEM-related graduate programs. Findings indicate that participation in a structured undergraduate research program significantly improved students’ probability of indicating intentions to enroll in a STEM graduate program even after accounting for potential selection biases in the data.},

note = {Paper presented at the Annual Forum of the Association for Institutional Research, Chicago, IL.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2010,

title = {Barricades, Bridges, and Programmatic Adaptation: A Multi-campus Case Study of STEM Undergraduate Research Programs},

author = {Josephine Gasiewski and Minh Tran and Felisha A. Herrera and Gina Garcia and Christopher Newman},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202010%20-%20Gasiewski,%20Tran,%20Herrera,%20Garcia,%20Newman%20-%20Barricades,%20Bridges,%20and%20Programmatic%20Adaptation.pdf},

year  = {2010},

date = {2010-12-14},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {In this study, we explored data drawn from case studies of five universities across the United States. The sample included focus groups with seventy students and interviews with sixteen faculty and administrators involved in undergraduate research programs. Our findings contribute to a better understanding of how undergraduate research programs help students overcome barriers to persistence in science, technology, engineering, and mathematics (STEM) fields. We found that the structured research programs at each of the campuses not only adapted to students’ needs by attending to the practical barriers they encountered, but also facilitated a feeling of increased social support, a better understanding of scientific research, and motivation forgraduate studies in STEM.},

note = {Presented at 2010 AIR Annual Forum, Chicago, Illinois

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010b,

title = {What Matters in STEM: Institutional Contexts That Influence STEM Bachelor's Degree Completion Rates},

author = {Kevin Eagan and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2010-What-matters-for-STEM-completion.pdf},

year  = {2010},

date = {2010-10-26},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010i,

title = {Engaging Undergraduates in Science Research: Not Just about Faculty Willingness},

author = {Kevin Eagan and Jessica Sharkness and Sylvia Hurtado and Mitchell Chang and Cynthia M. Mosqueda},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202010%20-%20Eagan,%20Sharkness,%20Hurtado,%20Mosqueda,%20Chang%20-%20%20Faculty%20Engaging%20Undergrads%20in%20Research.pdf},

year  = {2010},

date = {2010-05-31},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Participation in undergraduate research opportunities provides students with important co-curricular experiences that help them to clarify career goals and apply classroom knowledge to real-world problems. On campuses where structured undergraduate research programs do not exist, faculty must themselves create these opportunities for students, yet few investigations have considered the factors that affect faculty’s decision to involve undergraduates in research. Using hierarchical generalized linear modeling to analyze data from a national survey of faculty, this multi-campus study examines the individual experiences and institutional contexts that predict faculty’s engagement of undergraduates in research.},

note = {Presented at the Association for Institutional Research Annual Forum, Chicago, Illinois – May 31, 2010},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010k,

title = {Investing in Human Capital: Underrepresented Racial Minorities' Intentions to Attend Graduate School in STEM Fields},

author = {Kevin Eagan and Christopher Newman},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2010-Investing-in-human-capital.pdf},

year  = {2010},

date = {2010-04-06},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study draws from Paulsen’s (2001) econometric theory of investment in human capital and Carlone and Johnson’s (2007) science identity framework to examine the characteristics, college experiences, and postsecondary contexts that predict underrepresented racial minority (URM) science, technology, engineering, and mathematics (STEM) students’

intention to enroll in graduate education the semester immediately following the conferral of their bachelor’s degree. We use hierarchical generalized linear modeling to analyze a longitudinal dataset collected from survey data, and our findings reveal that URM STEM students with higher debt burdens, as measured by accumulated student loans, have significantly reduced probabilities of reporting plans for immediate graduate or professional school enrollment. In contrast, students with a stronger connection to their STEM major are more likely to want to transition immediately into graduate school. Students who attend private and Historically Black Colleges and Universities are significantly more likely to express an intention to enroll in graduate school immediately after completing their bachelor’s degree compared to their peers at public institutions or Predominantly White Institutions, respectively. We discuss ways for faculty, institutional administrators, and policymakers to facilitate stronger connections between students in their STEM majors while also assisting students in overcoming financial obstacles in their path toward graduate or professional school enrollment.},

note = {Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{HERI2010,

title = {Degrees of Success Bachelor's Degree Completion Rates among Initial STEM Majors},

author = {HERI},

url = {https://www.heri.ucla.edu/nih/downloads/2010%20-%20Hurtado,%20Eagan,%20Chang%20-%20Degrees%20of%20Success.pdf},

year  = {2010},

date = {2010-01-21},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2009f,

title = {Thinking and Acting Like a Scientist: Investigating the Outcomes of Introductory Science and Math Courses},

author = {Sylvia Hurtado and Kevin Eagan and Jessica Sharkness},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2009-Thinking-and-acting-like-a-scientist.pdf},

year  = {2009},

date = {2009-05-30},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2006e,

title = {ASPIRING SCIENTISTS: Characteristics of College Freshmen Interested in the Biomedical and Behavioral Sciences},

author = {Sylvia Hurtado and Oscar Cerna and June C. Chang and Victor B. Saenz and Lina Lopez and Cynthia M. Mosqueda and Leticia Oseguera and Mitchell Chang and William S. Korn},

url = {https://heri.ucla.edu/nih/downloads/2005-Characteristics-of-College-Freshmen-Interested-in-the-Biomedical-and-Behavioral-Sciences.PDF},

year  = {2006},

date = {2006-03-22},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}