Publications

@techreport{Martin2022,

title = {Findings from the 2021 Administration of the Staff Climate Survey (SCS)},

author = {Elizabeth Martin},

url = {https://www.heri.ucla.edu/briefs/SCS/SCS_2021_Brief.pdf},

year  = {2022},

date = {2022-04-01},

urldate = {2022-04-01},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Tran2022,

title = {Findings from the 2021 Administration of the Your First College Year (YFCY) Survey},

author = {Ngoc Tran and London Williams and Johnnie Yaj},

url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2021-Brief.pdf},

year  = {2022},

date = {2022-04-01},

urldate = {2022-04-01},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Yaj2022,

title = {Findings from the 2021 Administration of the Diverse Learning Environments (DLE) Survey},

author = {Johnnie Yaj and Ngoc Tran},

url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2021-Brief.pdf},

year  = {2022},

date = {2022-03-01},

urldate = {2022-03-01},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Yaj2022,

title = {Findings from the 2020 Administration of the Your First College Year (YFCY) Survey},

author = {Johnnie Yaj},

url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2020-Brief.pdf},

year  = {2022},

date = {2022-01-03},

urldate = {2022-01-03},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Fregoso2021,

title = {Findings from the 2020 Administration of the Diverse Learning Environments (DLE) Survey},

author = {Julio Fregoso},

url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2020-Brief.pdf},

year  = {2021},

date = {2021-06-12},

address = {520 Portola Plaza, Math Sciences Room 4223},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Couch2021,

title = {Findings from the 2020 Administration of the Staff Climate Survey (SCS)},

author = {Victoria Couch},

url = {https://www.heri.ucla.edu/briefs/SCS/HERI_SCS_2020_Brief.pdf},

year  = {2021},

date = {2021-06-11},

address = {520 Portola Plaza, Math Sciences Room 4223},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{McLennan2020,

title = {The American Freshman: National Norms Fall 2019 - Research Brief},

author = {Destiny McLennan},

url = {https://www.heri.ucla.edu/briefs/TFS-Brief-Report-2019.pdf},

year  = {2020},

date = {2020-07-10},

urldate = {2020-07-10},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Stolzenberg2020,

title = {The American Freshman: National Norms Fall 2019},

author = {Ellen Stolzenberg and Melissa C. Aragon and Edgar Romo and Victoria Couch and Destiny McLennan and M. Kevin Eagan and Nathaniel Kang},

url = {https://www.heri.ucla.edu/monographs/TheAmericanFreshman2019.pdf



https://www.heri.ucla.edu/monographs/TheAmericanFreshman2019-Expanded.pdf},

year  = {2020},

date = {2020-06-20},

address = {University of California, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Romo2020,

title = {Findings from the 2019 Administration of the Your First College Year (YFCY) Survey},

author = {Edgar Romo and Sidronio Jacobo},

url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2019-Brief.pdf},

year  = {2020},

date = {2020-03-16},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Fregoso2020,

title = {Findings from the 2019 Administration of the College Senior Survey (CSS)},

author = {Julio Fregoso and Diana Lopez},

url = {https://www.heri.ucla.edu/briefs/CSS/CSS-2019-Brief.pdf},

year  = {2020},

date = {2020-03-04},

address = {Los Angles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{McLennan2019c,

title = {Findings from the 2019 Administration of the Diverse Learning Environments (DLE) Survey},

author = {Destiny McLennan},

url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2019-Brief.pdf},

year  = {2020},

date = {2020-01-07},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Stolzenberg2019c,

title = {The American Freshman: National Norms Fall 2018},

author = {Ellen Stolzenberg and M. Kevin Eagan and Edgar Romo and Elaine Tamargo and Melissa C. Aragon and Madeline Luedke and Nathaniel Kang},

url = {https://www.heri.ucla.edu/monographs/TheAmericanFreshman2018.pdf},

year  = {2019},

date = {2019-12-30},

address = {University of California, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Couch2019c,

title = {Findings from the 2019 Administration of the Staff Climate Survey (SCS)},

author = {Victoria Couch},

url = {https://www.heri.ucla.edu/briefs/SCS/HERI_SCS_2019_Brief.pdf},

year  = {2019},

date = {2019-10-26},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Couch2019b,

title = {The HERI Faculty Survey 2016-2017},

author = {Victoria Couch},

url = {https://www.heri.ucla.edu/briefs/HERI-FAC2016-Brief.pdf},

year  = {2019},

date = {2019-07-18},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Cesar-Davis2019,

title = {Findings from the 2018 Administration of the Diverse Learning Environments (DLE) Survey},

author = {Natacha Cesar-Davis},

url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2018-Brief.pdf},

year  = {2019},

date = {2019-07-08},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Stolzenberg2019,

title = {Undergraduate Teaching Faculty: The 2016-2017 HERI Faculty Survey},

author = {Ellen Stolzenberg and M. Kevin Eagan and Hilary B. Zimmerman and Jennifer Berdan Lozano and Natacha Cesar-Davis and Melissa C. Aragon and Cecilia Rios-Aguilar},

url = {https://www.heri.ucla.edu/monographs/HERI-FAC2017-monograph.pdf



https://www.heri.ucla.edu/monographs/HERI-FAC2017-monograph-expanded.pdf},

isbn = {978-1878477-57-6},

year  = {2019},

date = {2019-02-28},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{White-Lewis2016,

title = {Understanding the STEM Faculty Approaches to Student Talent Development},

author = {Damani White-Lewis and Tanya Figueroa and Kevin Eagan and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2016_Understanding_Stem_Faculty.pdf},

year  = {2016},

date = {2016-11-12},

institution = {University of California, Los Angeles },

abstract = {A student talent development approach to teaching recognizes the diverse talents and

educational backgrounds of undergraduate students and capitalizes on these diverse talents

through utilizing various pedagogical approaches, ultimately challenging traditional notions of

scientific talent. This study uses hierarchical linear modeling (HLM) on a national, crosssectional

survey data from 5,465 Science, Technology, Engineering, and Mathematics (STEM)

faculty across 254 higher education institutions to investigate the individual and institutional

factors that are associated with a student talent development approach. Findings indicate that

there are several individual characteristics associated with a student talent development such as

faculty rank and discipline, and several significant practices such as student-centered teaching

and engaging students in undergraduate research. Institutional leadership and other educational

stakeholders will be interested in these findings as they identify several campus structures

significantly associated with cultivating students’ talents in STEM disciplines.},

note = {Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.},

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{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{Guillermo-Wann2013,

title = {Why we get around: A mixed methods study of college student enrollment mobility},

author = {C. Guillermo-Wann and Sylvia Hurtado and Cynthia Lua Alvarez},

url = {https://www.heri.ucla.edu/ford/downloads/Mobility-Patterns-and-Reasons-AIR2013.pdf},

year  = {2013},

date = {2013-05-19},

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

institution = {Higher Education Research Institute, UCLA},

abstract = {College student enrollment mobility complicates institutional efforts to increase retention rates under external pressures. This mixed-methods study identifies factors measuring reasons for college students’ enrollment mobility from 13 institutions corroborated with student focus group data from seven site visits. We use confirmatory factor analysis to test the cohesiveness of quantitative survey measures regarding reasons for multi-institution enrollment and stop-out, and then examine differences in their relative importance across mobility patterns. Students’ reasons for multi-institution enrollment include Cost/Convenience and Academic Opportunities; for stop-out are Life Circumstances, Career Considerations, and Perceived Mismatch. The qualitative findings also show Lack of Support as an additional reason for mobility. The study emphasizes that students normatively utilize higher education as one system that leads to degree attainment, requiring institutions to collaborate to develop effective ways to educate, retain, and graduate mobile students within regional higher education systems.

},

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{Hurtado2011e,

title = {Thinking About Race: The Salience of Racial and Ethnic Identity in College and the Climate for Diversity },

author = {Sylvia Hurtado and Adriana Ruiz Alvarado and Chelsea Guillermo-Wann},

url = {https://www.heri.ucla.edu/ford/downloads/Thinking_About_Race_05222011SH.pdf},

year  = {2011},

date = {2011-05-12},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {While racial identity salience in college is important to identity development, cognition, and achievement, more research is needed to understand it in contemporary and diverse college contexts. Using a combination of identity development models as its framework and the Diverse Learning Environment (DLE) survey piloted at 14 two-year and four-year institutions, this study identifies the pre-college and institutional factors that contribute to a heightened salience of racial and ethnic identity, and the relationship of this salience to students’ pre-college socialization, general college experiences, and experiences with the campus climate for diversity. After controlling for pre-college socialization and racial differences, results show that race identity was more salient among students that experience discrimination/bias, but also among students who had in-depth conversations outside of class on issues of racial/ethnic diversity, took courses as part of an inclusive curriculum, and participated in co-curricular diversity initiatives. },

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{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{Chang2010,

title = {What Matters in College for Retaining Aspiring Scientists and Engineers},

author = {Mitchell Chang and Jessica Sharkness and Christopher Newman and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2010-What-Matters-in-College-for-Retaining-Aspiring-Scientists-and-Engineers.pdf},

year  = {2010},

date = {2010-04-30},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {In this study, we explored data drawn from the Cooperative Institutional Research Program’s 2004 Freshman Survey (TFS) and 2008 College Senior Survey. First, we analyzed data for all students who took both the TFS and CSS (at the same institution), and who indicated on the TFS that they intended to major in a STEM field. This sample included 3,670 students at 217 different institutions. 1,522 respondents were White, 498 were Asian, 812 were Latino(a), 626 were Black/African American, and 196 were Native American. We examined the effects of racial group classification (i.e., self-identification as Native American, Latino, or Black) on STEM persistence. We found significant effects for Blacks and Latinos; both of these groups were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. However, when controlling for pre-college characteristics the race effects disappeared. Next, we further restricted the above sample to include only underrepresented racial minority (URM) students (i.e., Black/African American, Latino/a or Native American). In total, 1,634 students were included in the URM subsample. We found that undergraduate research, participation in an academic club or organization, studying frequently with others, and having a high academic self-concept all increased the likelihood of URM student persistence. We also found that aspiring to the medical doctorate, working full-time, and

faculty interactions were decreased the likelihood that a URM student would persist in a STEM major.

},

note = {Presented at the AERA Annual Meeting in Denver, CO.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sax2009,

title = {Women Graduates of Single-sex and Coeducational High schools: Differences in their Characteristics and the Transition to College},

author = {Linda J. Sax and Emily Arms and Maria Woodruff and Tiffani Riggers and Kevin Eagan

},

url = {https://www.heri.ucla.edu/PDFs/Sax_FINAL%20REPORT_Sing_1F02B4.pdf},

year  = {2009},

date = {2009-03-19},

address = {2341 Moore Hall, Box 951521},

institution = {Sudikoff Family Institute for Education & New Media},

abstract = {Enhancing awareness of critical issues related to education and information studies, The Sudikoff Family Institute utilizes the popular press and other media to disseminate the work of UCLA Graduate School of Education & Information Studies scholars to policymakers, educators, and the general public. Sudikoff Fellows are chosen each year from the GSE&IS faculty to provide expertise and inform the public on a number of critical issues in education and new media. The Institute serves as a liaison between Fellows and the greater public, providing communications support and expertise.



Associate Professor of Education Linda J. Sax, a 2007–08 Sudikoff Fellow, studies gender differences in college student development, and women in particular, to determine how institutional characteristics, peer and facultyenvironments, and forms of student involvement may affect women and men college students differently.



“Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College,” analyzes the effects of attending single-sex high schools on students’ transition to college. The Sudikoff Family Institute for Education & New Media at the UCLA Graduate School of Education & Information Studies made publication of this report possible.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2009i,

title = {We do science here: Underrepresented students in different college contexts},

author = {Sylvia Hurtado and Minh Tran and Kevin Eagan and Christopher Newman and Paolo Velasco},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202009%20-%20Hurtado,%20Eagan,%20Tran,%20Newman,%20Velasco,%20Chang%20-%20We%20Do%20Science%20Here.pdf},

year  = {2009},

date = {2009-06-01},

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

institution = {Higher Education Research Institute, UCLA},

abstract = {Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional  contextual differences in the experiences of aspiring scientists. Findings from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals.},

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{Gilmartin2009,

title = {The Role of Friendship in Community College Students' Decisions to Persist, Transfer, or Withdraw},

author = {Shannon K. Gilmartin and Linda J. Sax and Linda S. Hagedorn},

url = {https://www.heri.ucla.edu/PDFs/The_Role_Of_Friendship.pdf},

year  = {2009},

date = {2009-05-09},

address = {Los Angeles },

institution = {Higher Education Research Institute},

abstract = {In an effort to learn more about the factors that affect persistence in the community college environment, this study was designed to explore the effect of friendship on the educational goals and decisions of community college students. Four measures of student’s friendships were tested in a series of logistic regression analyses. Findings suggest that the opinions of friends matter more to community college students’ academic choices than do friends’ proximity and shared experiences. Moreover, social integration might be more important to the persistence of married students than unmarried students. Implications for theory and practice are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2008g,

title = {The Science of Diversifying Science: Underrepresented Minority Experiences in Structured Research Programs},

author = {Sylvia Hurtado and Nolan L. Cabrera and Monica H. Lin and Lucy Arellano and Lorelle Espinosa},

url = {https://www.heri.ucla.edu/PDFs/pubs/conferences/Hurtado,%20S.H.,%20Cabrera,%20N.L.,%20%20Lin,%20M.H.,%20Arellano,%20L.%20&%20Espinosa%20L.L.%20(2008).%20The%20Science%20of%20Diversifying%20Science%20-%20Underrepresented%20Minority%20Experiences%20in%20Structured%20Research%20Programs.pdf},

year  = {2008},

date = {2008-05-28},

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

institution = {Higher Education Research Institute, UCLA},

abstract = {Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists; experiences with the culture of science, and views on racial and social stigma. Participants  spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experience the collaborative and empowering culture of science, exhibit high self-efficacy, and directed career goals as a result of “doing science” in these programs. },

note = {Paper presented at the annual meeting of the Association for Institutional Research, Seattle, WA.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Astin2006,

title = {Understanding the effects of service-learning: A study of students and faculty},

author = {Alexander W. Astin and Lori J. Vogelgesang and Kimberly Misa and Jodi Anderson and Nida Denson and Uma Jayakumar and Victor B. Saenz and Eric Yamamura},

url = {https://heri.ucla.edu/PDFs/pubs/Reports/UnderstandingTheEffectsOfServiceLearning_FinalReport.pdf},

year  = {2006},

date = {2006-07-31},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Astin2005c,

title = {The Spiritual Life of College Students: A National Study of College Students' Search for Meaning and Purpose},

author = {Alexander W. Astin and Helen Astin and Jennifer A. Lindholm and Alyssa N. Bryant},

url = {http://spirituality.ucla.edu/docs/reports/Spiritual_Life_College_Students_Full_Report.pdf},

year  = {2005},

date = {2005-04-06},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Lindholm2005,

title = {The spiritual life of college students},

author = {Jennifer A. Lindholm and Alyssa N. Bryant and K. Szelenyi and Shannon Calderone},

url = {http://www.spirituality.ucla.edu/docs/reports/Spiritual_Life_College_Students_Full_Report.pdf},

year  = {2005},

date = {2005-07-23},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Lee2004,

title = {Understanding Differences among Community College Students Across Varying Levels of Parental Education  .},

author = {Jenny J. Lee and Linda J. Sax and Karen Kim and Linda S. Hagedorn},

url = {https://www.heri.ucla.edu/PDFs/Understanding_Differences.pdf},

year  = {2004},

date = {2004-10-04},

address = {Los Angeles },

institution = {Higher Education Research Institute, UCLA },

abstract = {The goal of this study was to compare the experiences and views that community college students face across multiple levels of parental education. Using a series of logistic regression analyses, the findings of this study demonstrate significant differences and challenges current notions of parental education beyond merely first generation or non-first generation status.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Saenz2004,

title = {Trends in political attitudes and voting behavior among college freshmen and early career college graduates: What issues could drive this election?},

author = {Victor B. Saenz and Sylvia Hurtado and Nida Denson and Alexander W. Astin and Leticia Oseguera and Angela Locks},

url = {https://www.heri.ucla.edu/PDFs/full_political_attitudes.pdf},

year  = {2004},

date = {2004-10-07},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}