Publications

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2018

Cobian, Krystle P; Stolzenberg, Ellen Bara

College sexual violence in context: Vulnerable populations and campus climate Technical Report

Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2018, (Paper presented at the annual conference for the American Educational Research Association (AERA), New York, NY. ).

Links | BibTeX

Cobian, Krystle P; Stolzenberg, Ellen Bara

College sexual violence in context: Vulnerable populations and campus climate Presentation

16.04.2018, (Presented at the annual conference for the American Educational Research Association (AERA), New York, NY. ).

Links | BibTeX

Gomez, Ana Karen; Cobian, Krystle P; Hurtado, Sylvia

Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions Technical Report

Links | BibTeX

Gomez, Ana Karen; Cobian, Krystle P; Hurtado, Sylvia

Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions Presentation

16.04.2018, (Presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.).

Links | BibTeX

Cobian, Krystle P; Hurtado, Sylvia; Eagan, Kevin; and, Liz Roth-Johnson

Strategies from biology to transform undergraduate STEM teaching and learning Presentation

21.01.2018, (PowerPoint presented at the annual conference for the Society for the Advancement of Biology Education Research (SABER) West, Irvine, CA).

Links | BibTeX

2017

Hurtado, Sylvia

Institutional transformation: Models and strategies of institutional change in practices for undergraduate teaching and research Presentation

01.07.2017, (PowerPoint presented at the annual Conference for Undergraduate Educators for the American Society for Microbiology, Denver, CO).

Links | BibTeX

Hurtado, Sylvia; Cobian, Krystle P

Institutional transformation: A new framework informed by strategies utilized at highly productive institutions Presentation

22.06.2017, (Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles).

Links | BibTeX

Eagan, Kevin; White-Lewis, Damani

STEM Faculty: Work, life, and impact in the classroom Presentation

09.06.2017, (Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles).

Links | BibTeX

Eagan, Kevin; Romo, Edgar

Curricular reform as institutional transformation: Infusing active learning into introductory life science courses Presentation

09.06.2017, (Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles).

Links | BibTeX

White-Lewis, Damani; Figueroa, Tanya; Cobian, Krystle; Hurtado, Sylvia

Predicting Identity, Success Skills, and Achievement in Introductory STEM Courses Presentation

25.05.2017, (Presentation at the 2017 Annual Forum of the Association for Institutional Research, Washington D.C).

Links | BibTeX

Eagan, Kevin; Stolzenberg, Ellen Bara; Zimmerman, Hilary B; Aragon, Melissa C; Sayson, Hannah Whang; Rios-Aguilar, Cecilia

The American Freshman: National Norms Fall 2016 Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2017.

Links | BibTeX

Figueroa, Tanya; Cobian, Krystle P; Hurtado, Sylvia; Eagan, Kevin

Trends and Pathways for STEM Major Aspirants: A Look at National Data Presentation

15.03.2017, (PowerPoint presented at the 9th Conference on Understanding Interventions that Broaden Participation in Science, San Antonio, TX.).

Abstract | Links | BibTeX

Figueroa, Tanya; Gomez, Ana Karen; Hurtado, Sylvia

Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions. Presentation

01.03.2017, (PowerPoint presented at the annual meeting for the American Association of Hispanics in Higher Education, Inc., Irvine, CA. - March 2017).

Abstract | Links | BibTeX

2016

Figueroa, Tanya; Hurtado, Sylvia; Cobian, Krystle; Wilkins, Ashlee; Lewis-White, Damani

Cultivating STEM Talent: Lessons from STEM Pioneers and Exemplar Institutions Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2016, (Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.).

Abstract | Links | BibTeX

White-Lewis, Damani; Figueroa, Tanya; Eagan, Kevin; Hurtado, Sylvia

Understanding the STEM Faculty Approaches to Student Talent Development Technical Report

University of California, Los Angeles 2016, (Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.).

Abstract | Links | BibTeX

White-Lewis, Damani; Figueroa, Tanya; Hurtado, Sylvia; Eagan, Kevin

Understanding the STEM Faculty Approaches to Student Talent Development Presentation

12.11.2016, (Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.).

Links | BibTeX

Lozano, Jennifer Berdan; Tilman, Travis S

Findings from the 2016 Administration of the College Senior Survey (CSS) Technical Report

Higher Education Research Institute, UCLA Los Angles, 2016.

Links | BibTeX

Bates, Abigail K; Bourke, Patrick Q

Findings from the 2016 Administration of the Your First College Year (YFCY) Survey Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2016.

Links | BibTeX

Bates, Abigail K; Bourke, Patrick Q

Summary of Findings from the 2016 Administration of the Your First College Year (YFCY) Survey Technical Report

Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2016.

Links | BibTeX

Ramirez, Joseph J; Zimmerman, Hilary

Findings from the 2016 Administration of the Diverse Learning Environments (DLE) Survey Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2016.

Links | BibTeX

Figueroa, Tanya; Cobian, Krystle P; Damani White-Lewis, M; Eagan, Kevin; Hurtado, Sylvia

The College Experiences that Influence PostBaccalaureate STEM Pathways Presentation

11.06.2016, (Presentation at the 2016 Annual Forum of the Association for Institutional Research, New Orleans, LA).

Links | BibTeX

Wilkins, Ashlee; Figueroa, Tanya; Hurtado, Sylvia; Razo-Duenas, Juanita; Mendoza, Rocio; Carter, Deborah Faye

STEM Faculty at Exemplar Institutions Presentation

01.06.2016, (Presentation at the 2016 Annual Forum of the Association for Institutional Research, New Orleans, LA).

Links | BibTeX

Eagan, Kevin; Stolzenberg, Ellen Bara; Ramirez, Joseph J; Aragon, Melissa C; Suchard, Maria Ramirez; Rios-Aguilar, Cecilia

The American Freshman: Fifty-Year Trends 1966-2015 Book

Higher Education Research Institute, UCLA, Los Angeles, 2016, ISBN: 978-1-878477-64-4.

Links | BibTeX

Figueroa, Tanya; Wilkins, Ashlee; Hurtado, Sylvia; Eagan, Kevin M

The Nexus of Knowledge Production and Acquisition: Integrating Research and Teaching in STEM Classrooms Technical Report

Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2016.

Abstract | Links | BibTeX

@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}
}

Figueroa, Tanya; Wilkins, Ashlee; Hurtado, Sylvia; Eagan, Kevin M

The Nexus of Knowledge Production and Acquisition: Integrating Research and Teaching in STEM Classrooms Presentation

11.04.2016, (Presentation at the 2016 Annual Meeting of the American Education Research Association (AERA), Washington, D.C.).

Links | BibTeX

Figueroa T., & Hurtado Cobian Wilkins & White-Lewis S K A D (2016)

Cultivating STEM talent: Lessons from STEM pioneers and exemplar institutions Presentation

11.02.2016.

Abstract | Links | BibTeX

Eagan, Kevin; Stolzenberg, Ellen Bara; Bates, Abigail K; Aragon, Melissa C; Suchard, Maria Ramirez; Rios-Aguilar, Cecilia

The American Freshman: National Norms Fall 2015 Book

Higher Education Research Institute, UCLA, Los Angeles, 2016, ISBN: 978-1-878477-60-6.

Links | BibTeX

Hurtado, Sylvia; Eagan, Kevin; Figueroa, Tanya; Wilkins, Ashlee; Cobian, Krystle

The Faculty Role and Institutional Performance in STEM Degree Attainment Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2016, (Final report to the Howard Hughes Medical Institute).

Abstract | Links | BibTeX

@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}
}

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.

2015

Wilkins, Ashlee; Hurtado, Sylvia; Figueroa, Tanya

Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career Presentation

05.11.2015, (Presentation at the 2015 Annual Conference of the Association for Study of Higher Education (ASHE), Denver, CO).

Links | BibTeX

Wilkins, Ashlee; Hurtado, Sylvia; Figueroa, Tanya

Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Jayakumar, Uma M

Why are all the black students still sitting together in the proverbial college cafeteria? A look at research informing the figurative question being taken by the Supreme Court in Fisher Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Rios-Aguilar, Cecilia; Stolzenberg, Ellen Bara

Findings from the 2015 Administration of the Your First College Year (YFCY) Survey Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Hurtado, Sylvia; Alvarado, Adriana Ruiz

Discriminination and Bias, Underrepresentation, and Sense of Belonging on Campus Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Rios-Aguilar, Cecilia; Stolzenberg, Ellen Bara

Findings from the 2015 Administration of the Diverse Learning Environments (DLE) Survey Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Rios-Aguilar, Cecilia; Eagan, Kevin; Stolzenberg, Ellen Bara

Findings from the 2015 Administration of the College Senior Survey (CSS) Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Links | BibTeX

Hurtado, Sylvia

STEM Undergraduate Education: Increasing Diversity & Productivity Presentation

01.09.2015, (Presentation at the University of California, Berkeley - Fall 2015).

Links | BibTeX

Sax, Linda J; Lozano, Jennifer Berdan; Vandenboom, Colleen Quinn

Who Attends a Women's College? Identifying Unique Characteristics and Patterns of Changes, 1971-2011 Book

University of California, Los Angeles, 2015.

Links | BibTeX

Eagan, Kevin M; Mayorga, Oscar J; Ramirez, Joe

Measuring and Benchmarking Campus Equity and Inclusion Presentation

28.05.2015, (Presentation at the 2015 Annual Forum of the Association for Institutional Research, Denver, CO.).

Links | BibTeX

Hughes, Bryce E; Paul, Robert; Eagan, Kevin M

Engineering Students' Post-College Pathways Presentation

26.05.2015, (Presentation at the 2015 Annual Forum of the Association for Institutional Research, Denver, CO.).

Links | BibTeX

Bates, Abigail K

More Money More Problems: Impact of Financial Concern on College Adjustment Presentation

25.05.2015, (Presentation at the 2015 Annual Forum of the Association for Institutional Research, Denver, CO.).

Links | BibTeX

Figueroa, Tanya; Hurtado, Sylvia; Wilkins, Ashlee

Black STEM Students and the Opportunity Structure Technical Report

Higher Education Research Institute, UCLA Los Angeles, 2015.

Abstract | Links | BibTeX

@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}
}

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.

Figueroa, Tanya; Hurtado, Sylvia; Wilkins, Ashlee

Black STEM Students and the Opportunity Structure Presentation

01.05.2015, (Paper to be presented at the annual forum for the Association for Institutional Research, Denver, CO.).

Abstract | Links | BibTeX

@misc{Figueroa2015b,
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.pptx},
year = {2015},
date = {2015-05-01},
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.},
note = {Paper to be presented at the annual forum for the Association for Institutional Research, Denver, CO.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}

Hurtado, Sylvia; Hughes, Bryce E; Figueroa, Tanya; Eagan, Kevin M; Wilkins, Ashlee

Replenishing STEM Pipelines: Factors that Contribute to Undecided Students' Completion of STEM Bachelor's Degrees Presentation

16.04.2015, (NIH project poster presented the Annual Meeting of the American Educational Research Association (AERA), Chicago, Illinois.).

Links | BibTeX