2019
|
Stolzenberg, Ellen; Eagan, Kevin M; Zimmerman, Hilary B; Lozano, Jennifer Berdan; Cesar-Davis, Natacha; Aragon, Melissa C; Rios-Aguilar, Cecilia Undergraduate Teaching Faculty: The 2016-2017 HERI Faculty Survey Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019, ISBN: 978-1878477-57-6. Links | BibTeX @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}
}
|
2017
|
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 @misc{Figueroa2017b,
title = {Trends and Pathways for STEM Major Aspirants: A Look at National Data},
author = {Tanya Figueroa and Krystle P. Cobian and Sylvia Hurtado and Kevin Eagan
},
url = {https://www.heri.ucla.edu/nih/downloads/2017-Understanding-Interventions-Conference.pptx},
year = {2017},
date = {2017-03-15},
abstract = {PowerPoint presented at the 9th Conference on Understanding Interventions that Broaden Participation in Science, San Antonio, TX.},
note = {PowerPoint presented at the 9th Conference on Understanding Interventions that Broaden Participation in Science, San Antonio, TX.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
PowerPoint presented at the 9th Conference on Understanding Interventions that Broaden Participation in Science, San Antonio, TX. |
2016
|
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 @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}
}
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. |
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 @misc{White-Lewis2016b,
title = {Understanding the STEM Faculty Approaches to Student Talent Development},
author = {Damani White-Lewis and Tanya Figueroa and Sylvia Hurtado and Kevin Eagan
},
url = {https://www.heri.ucla.edu/nih/downloads/ASHE2016-Approaches_STEM_Faculty.pptx},
year = {2016},
date = {2016-11-12},
note = {Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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}
}
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. |
2015
|
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 @book{Sax2015,
title = {Who Attends a Women's College? Identifying Unique Characteristics and Patterns of Changes, 1971-2011},
author = {Linda J. Sax and Jennifer Berdan Lozano and Colleen Quinn Vandenboom},
url = {https://heri.ucla.edu/PDFs/Who-Attends-a-Women\\\'s-College.pdf},
year = {2015},
date = {2015-09-01},
address = {University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
2014
|
Eagan, Kevin M; Stolzenberg, Ellen Bara; Lozano, Jennifer Berdan; Aragon, Melissa C; Suchard, Maria Ramirez; Hurtado, Sylvia Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey Book Higher Education Research Institute, UCLA, Los Angeles, 2014, ISBN: 978-1-878477-33-0. Links | BibTeX @book{Eagan2014,
title = {Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey},
author = {M. Kevin Eagan and Ellen Bara Stolzenberg and Jennifer Berdan Lozano and Melissa C. Aragon and Maria Ramirez Suchard and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/monographs/HERI-FAC2014-monograph.pdf
https://www.heri.ucla.edu/monographs/HERI-FAC2014-monograph-expanded.pdf
https://www.createspace.com/5114189},
isbn = {978-1-878477-33-0},
year = {2014},
date = {2014-11-12},
publisher = {Higher Education Research Institute, UCLA},
address = {Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
2013
|
Hurtado, Sylvia; Figueroa, Tanya Women of Color Faculty in Science, Technology, Engineering, and Mathematics (STEM): Experiences in Academia Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2013, (Presented at American Educational Research Association (AERA), April 2013, San Francisco, California). Links | BibTeX @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}
}
|
Hurtado, Sylvia; Figueroa, Tanya Women of Color Faculty in Science, Technology, Engineering, and Mathematics (STEM): Experiences in Academia Presentation 30.04.2013, (Presented at the American Educational Research Association (AERA), April 2013, San Francisco, California). Links | BibTeX @misc{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.pptx},
year = {2013},
date = {2013-04-30},
note = {Presented at the American Educational Research Association (AERA), April 2013, San Francisco, California},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Guillermo-Wann, C; Hurtado, Sylvia; Alvarez, Cynthia Lua Why we get around: A mixed methods study of college student enrollment mobility Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2013. Abstract | Links | BibTeX @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}
}
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.
|
Guillermo-Wann, C; Hurtado, Sylvia; Alvarez, Cynthia Lua Why we get around: A mixed methods study of college student enrollment mobility Presentation 19.05.2013, (Paper presented at the annual meeting of the Association for Institutional Research. Long Beach, CA.). Links | BibTeX @misc{Guillermo-Wann2013b,
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-Presentation.pdf},
year = {2013},
date = {2013-05-19},
note = {Paper presented at the annual meeting of the Association for Institutional Research. Long Beach, CA.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Figueroa, Tanya; Hurtado, Sylvia 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 Technical Report Higher Education Research Institute, UCLA Los Angeles, 2013, (Paper presented at the Association for the Study of Higher Education in St. Louis, MO. ). Abstract | Links | BibTeX @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}
}
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. |
Figueroa, Tanya; Hurtado, Sylvia 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 Presentation 01.11.2013, (Paper presented at the Association for the Study of Higher Education in St. Louis, MO. ). Links | BibTeX @misc{Figueroa2013b,
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://www.heri.ucla.edu/nih/downloads/ASHE2013-URM-Grad-Students-in-STEM.pptx},
year = {2013},
date = {2013-11-01},
note = {Paper presented at the Association for the Study of Higher Education in St. Louis, MO. },
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
2012
|
Hurtado, Sylvia; Eagan, Kevin; Pryor, John H; Sayson, Hannah Whang; Tran, Serge Undergraduate Teaching Faculty: The 2010-2011 HERI Faculty Survey Expanded Tables Book Los Angeles: Higher Education Research Institute, UCLA, 3005 Moore Hall, University of California, Los Angeles, 2012, ISBN: 978-1-878477-05-7. Links | BibTeX @book{Hurtado2012b,
title = {Undergraduate Teaching Faculty: The 2010-2011 HERI Faculty Survey Expanded Tables},
author = {Sylvia Hurtado and Kevin Eagan and John H. Pryor and Hannah Whang Sayson and Serge Tran},
url = {https://www.heri.ucla.edu/monographs/HERI-FAC2011-Monograph-Expanded.pdf},
isbn = { 978-1-878477-05-7},
year = {2012},
date = {2012-10-23},
publisher = {Los Angeles: Higher Education Research Institute, UCLA},
address = {3005 Moore Hall, University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
Hurtado, Sylvia; Eagan, Kevin; Pryor, John H; Sayson, Hannah Whang; Tran, Serge Undergraduate Teaching Faculty: The 2010-2011 HERI Faculty Survey Book Los Angeles: Higher Education Research Institute, UCLA, 3005 Moore Hall, University of California, Los Angeles, 2012, ISBN: 978-1-878477-05-7. Links | BibTeX @book{Hurtado2012b,
title = {Undergraduate Teaching Faculty: The 2010-2011 HERI Faculty Survey},
author = {Sylvia Hurtado and Kevin Eagan and John H. Pryor and Hannah Whang Sayson and Serge Tran},
url = {https://www.heri.ucla.edu/monographs/HERI-FAC2011-Monograph.pdf
https://www.createspace.com/4013984},
isbn = {978-1-878477-05-7},
year = {2012},
date = {2012-10-23},
publisher = {Los Angeles: Higher Education Research Institute, UCLA},
address = {3005 Moore Hall, University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
Figueroa, Tanya; Garcia, Gina; Hughes, Bryce E; Hurtado, Sylvia Trajectories of Underrepresented Students in STEM: Findings from Research & Implications for Practice Presentation 26.01.2012, (Paper presented at the AAC&U Diversity and Learning Conference in Baltimore.). Links | BibTeX @misc{Figueroa2012,
title = {Trajectories of Underrepresented Students in STEM: Findings from Research & Implications for Practice},
author = {Tanya Figueroa and Gina Garcia and Bryce E. Hughes and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/nih/downloads/AACU-2012-Trajectories-of-Unrepresented-Students-in-Stem.pptx},
year = {2012},
date = {2012-01-26},
note = {Paper presented at the AAC&U Diversity and Learning Conference in Baltimore.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
2011
|
Tran, Minh; Herrera, Felisha A; Garibay, Juan C When Science Lacks Diversity and Social Relevance, Can Students be Objective Scientists and Still be Themselves? National Conference on Race and Ethnicity in American Higher Education Presentation 09.06.2011, ((Presented at NCORE 2011 – San Francisco, CA)). Links | BibTeX @misc{Tran2011,
title = {When Science Lacks Diversity and Social Relevance, Can Students be Objective Scientists and Still be Themselves? National Conference on Race and Ethnicity in American Higher Education},
author = {Minh Tran and Felisha A. Herrera and Juan C. Garibay},
url = {https://www.heri.ucla.edu/nih/downloads/NCORE%202011%20-%20Tran,%20Herrera,%20Garibay%20-%20When%20Science%20Lacks%20Diversity.ppt},
year = {2011},
date = {2011-06-09},
note = {(Presented at NCORE 2011 – San Francisco, CA)},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Arellano, Lucy; Guillermo-Wann, Chelsea; Cuellar, Marcela; Alvarez, Cynthia; Johnson-Ahorlu, Nickie; Hurtado, Sylvia Validating the Multidimensionality of the Campus Climate for Diversity Presentation 18.11.2011, (Presented at the ASHE Conference in Charlotte, North Carolina on November 18, 2011.). Links | BibTeX @misc{Arellano2011,
title = {Validating the Multidimensionality of the Campus Climate for Diversity },
author = {Lucy Arellano and Chelsea Guillermo-Wann and Marcela Cuellar and Cynthia Alvarez and Nickie Johnson-Ahorlu and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/ford/downloads/Multidim_ASHE_111511.ppt},
year = {2011},
date = {2011-11-18},
note = {Presented at the ASHE Conference in Charlotte, North Carolina on November 18, 2011.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Hurtado, Sylvia; Johnson-Ahorlu, Nickie; Alvarez, Cynthia Lua Undermining the Master Plan: Divestment in Higher Education & Student Degree Progress Presentation 18.11.2011, ((Presented at Association for the Study of Higher Education Annual Meeting, Charlotte, N.C.)). Links | BibTeX @misc{Hurtado2011,
title = {Undermining the Master Plan: Divestment in Higher Education & Student Degree Progress},
author = {Sylvia Hurtado and Nickie Johnson-Ahorlu and Cynthia Lua Alvarez},
url = {https://www.heri.ucla.edu/ford/downloads/ASHE-2011_Budget-Paper-111111.pdf},
year = {2011},
date = {2011-11-18},
note = {(Presented at Association for the Study of Higher Education Annual Meeting, Charlotte, N.C.)},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Hurtado, Sylvia; Pryor, John H Toward Devising Measures of Quality and Effectiveness Across All Institutions Journal Article Colleges & University, 86 (4), pp. 6, 2011. Links | BibTeX @article{Hurtado2011b,
title = {Toward Devising Measures of Quality and Effectiveness Across All Institutions},
author = {Sylvia Hurtado and John H. Pryor},
url = {https://www.heri.ucla.edu/PDFs/pubs/journals/CUJ8604AR_Hurtado.pdf
https://aacrao-web.s3.amazonaws.com/files/wsx9ygrzSImE2KXOdTj7_CUJ8604_WEB_L.pdf},
year = {2011},
date = {2011-03-19},
journal = {Colleges & University},
volume = {86},
number = {4},
pages = {6},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Hurtado, Sylvia; Alvarado, Adriana Ruiz; Guillermo-Wann, Chelsea Thinking About Race: The Salience of Racial and Ethnic Identity in College and the Climate for Diversity Technical Report Higher Education Research Institute, UCLA Los Angeles, 2011. Abstract | Links | BibTeX @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}
}
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. |
Gasiewski, Josephine; Herrera, Felisha A; Mosqueda, Cynthia M; Hurtado, Sylvia; Chang, Mitchell The Pathway to Loneliness: When Institutional Support Really Matters for STEM Graduate Students. Association for Institutional Research Technical Report Higher Education Research Institute, UCLA Los Angeles, 2011, (Presented at Association for Institutional Research Annual Forum
May, 2011). Links | BibTeX @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}
}
|
2010
|
Eagan, Kevin; Hurtado, Sylvia; Chang, Mitchell What Matters in STEM: Institutional Contexts That Influence STEM Bachelor's Degree Completion Rates Technical Report Higher Education Research Institute, UCLA Los Angeles, 2010, (Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.). Links | BibTeX @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}
}
|
Eagan, Kevin; Hurtado, Sylvia; Chang, Mitchell What Matters in STEM: Institutional Contexts That Influence STEM Bachelor's Degree Completion Rates Presentation 26.10.2010, (Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.). Links | BibTeX @misc{Eagan2010c,
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/ASHE%202010%20-%20Eagan,%20Hurtado,%20Chang%20-%20What%20matters%20for%20STEM%20Completion.ppt},
year = {2010},
date = {2010-10-26},
note = {Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Indianapolis, IN.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Chang, Mitchell; Sharkness, Jessica; Newman, Christopher; Hurtado, Sylvia What Matters in College for Retaining Aspiring Scientists and Engineers Technical Report Higher Education Research Institute, UCLA Los Angeles, 2010, (Presented at the AERA Annual Meeting in Denver, CO.). Abstract | Links | BibTeX @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}
}
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.
|
Chang, Mitchell; Sharkness, Jessica; Newman, Christopher; Hurtado, Sylvia What Matters in College for Retaining Aspiring Scientists and Engineers Presentation 30.04.2010, (Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.). Links | BibTeX @misc{Chang2010b,
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.pptx},
year = {2010},
date = {2010-04-30},
note = {Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Eagan, Kevin; Hurtado, Sylvia; Chang, Mitchell What Matters for STEM Degree Completion? Expanding and Diversifying College Graduates Presentation 22.11.2010, (AACU 2010). Links | BibTeX @misc{Eagan2010d,
title = {What Matters for STEM Degree Completion? Expanding and Diversifying College Graduates},
author = {Kevin Eagan and Sylvia Hurtado and Mitchell Chang},
url = {https://www.heri.ucla.edu/nih/downloads/AACU%202010%20-%20Eagan,%20Hurtado,%20Chang%20-%20What%20Matters%20in%20STEM.pdf},
year = {2010},
date = {2010-11-22},
note = {AACU 2010},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Pryor, John H; Hurtado, Sylvia Understanding the Incoming Freshman: Results from the 2009 CIRP Freshman Survey Presentation 21.01.2010, (Presented at AAC&U Annual Meeting in Washington DC.). Links | BibTeX @misc{Pryor2010b,
title = {Understanding the Incoming Freshman: Results from the 2009 CIRP Freshman Survey},
author = {John H. Pryor and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/PP/TFS2009.pdf},
year = {2010},
date = {2010-01-21},
note = {Presented at AAC&U Annual Meeting in Washington DC.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
2009
|
Sax, Linda J; Arms, Emily; Woodruff, Maria; Riggers, Tiffani; Eagan, Kevin Women Graduates of Single-sex and Coeducational High schools: Differences in their Characteristics and the Transition to College Technical Report Sudikoff Family Institute for Education & New Media 2341 Moore Hall, Box 951521, 2009. Abstract | Links | BibTeX @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}
}
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. |
Hurtado, Sylvia; Tran, Minh; Eagan, Kevin; Newman, Christopher; Velasco, Paolo We do science here: Underrepresented students in different college contexts Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2009. Abstract | Links | BibTeX @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}
}
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. |
Hurtado, Sylvia; Eagan, Kevin; Sharkness, Jessica Thinking and Acting Like a Scientist: Investigating the Outcomes of Introductory Science and Math Courses Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2009. Links | BibTeX @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}
}
|
Hurtado, Sylvia; Eagan, Kevin; Sharkness, Jessica Thinking and Acting Like a Scientist: Investigating the Outcomes of Introductory Science and Math Courses Presentation 30.05.2009, (Paper presented at the Annual Forum of the Association for Institutional Research, Atlanta, GA). Links | BibTeX @misc{Hurtado2009g,
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/AIR%202009%20-%20Hurtado,%20Eagan,%20Sharkness%20-%20Thinking%20and%20Acting%20Like%20a%20Scientist.ppt},
year = {2009},
date = {2009-05-30},
note = {Paper presented at the Annual Forum of the Association for Institutional Research, Atlanta, GA},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Gilmartin, Shannon K; Sax, Linda J; Hagedorn, Linda S The Role of Friendship in Community College Students' Decisions to Persist, Transfer, or Withdraw Technical Report Higher Education Research Institute Los Angeles , 2009. Abstract | Links | BibTeX @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}
}
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. |
2008
|
Hurtado, Sylvia; Eagan, Kevin M; Cabrera, Nolan L; Lin, Monica H; Park, Julie; Lopez, Miguel Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research Journal Article Research in Higher Education, 49 (2), pp. 126-152, 2008. Abstract | Links | BibTeX @article{Hurtado2008h,
title = {Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research},
author = {Sylvia Hurtado and M. Kevin Eagan and Nolan L. Cabrera and Monica H. Lin and Julie Park and Miguel Lopez},
url = {http://www.jstor.org/stable/25704552},
doi = {10.1007/sl 1162-007-9068-1},
year = {2008},
date = {2008-03-22},
journal = {Research in Higher Education},
volume = {49},
number = {2},
pages = {126-152},
abstract = {Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students' reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students' reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers. |
Hurtado, Sylvia; Cabrera, Nolan L; Lin, Monica H; Arellano, Lucy; Espinosa, Lorelle The Science of Diversifying Science: Underrepresented Minority Experiences in Structured Research Programs Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2008, (Paper presented at the annual meeting of the Association for Institutional Research, Seattle, WA.). Abstract | Links | BibTeX @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}
}
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. |
2007
|
Griffin, Kimberly A; Allen, Walter R Where you go, what you do, what you know? Understanding the influences of campus experiences on the academic achievement and self-concept of black undergraduates Presentation 06.06.2007, (Presented at AIR Annual Forum 2007
). Links | BibTeX @misc{Griffin2007,
title = {Where you go, what you do, what you know? Understanding the influences of campus experiences on the academic achievement and self-concept of black undergraduates},
author = {Kimberly A. Griffin and Walter R. Allen},
url = {https://www.heri.ucla.edu/PP/conferences/AIR07-Griffin_&_Allen-Self_Concept_of_Black_Undergraduates.ppt},
year = {2007},
date = {2007-06-06},
note = {Presented at AIR Annual Forum 2007
},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Pryor, John H; Saenz, Victor B Using CIRP data for accreditation, assessment, and accountability Presentation 06.06.2007, (Presented at the annual meeting of the Association for Institutional Research, Kansas, MO.). Links | BibTeX @misc{Pryor2007c,
title = {Using CIRP data for accreditation, assessment, and accountability},
author = {John H. Pryor and Victor B. Saenz},
url = {https://www.heri.ucla.edu/PP/conference/AIR07-Pryor_&_Saenz-Accreditation_Assessment_Accountabiity.ppt},
year = {2007},
date = {2007-06-06},
note = {Presented at the annual meeting of the Association for Institutional Research, Kansas, MO.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Hurtado, Sylvia; Eagan, Kevin M; Cabrera, Nolan L; Lin, Monica H; Park, Julie; Lopez, Miguel Training Future Scientists: Factors Predicting Underrepresented Minority Student Participation in Undergraduate Research Presentation 04.06.2007, (Presented at Association for Institutional Research Forum-Kansas City, MO). Links | BibTeX @misc{Hurtado2007d,
title = {Training Future Scientists: Factors Predicting Underrepresented Minority Student Participation in Undergraduate Research},
author = {Sylvia Hurtado and M. Kevin Eagan and Nolan L. Cabrera and Monica H. Lin and Julie Park and Miguel Lopez},
url = {https://www.heri.ucla.edu/nih/downloads/AIR%202007%20-%20Hurtado,%20Eagan,%20Cabrera,%20Lin,%20Park,%20Lopez%20-%20Training%20Future%20Scientists.ppt},
year = {2007},
date = {2007-06-04},
note = {Presented at Association for Institutional Research Forum-Kansas City, MO},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
2006
|
Astin, Alexander W; Vogelgesang, Lori J; Misa, Kimberly; Anderson, Jodi; Denson, Nida; Jayakumar, Uma; Saenz, Victor B; Yamamura, Eric Understanding the effects of service-learning: A study of students and faculty Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2006. Links | BibTeX @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}
}
|
Pryor, John H Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys Presentation 16.10.2006, (Paper presented at the annual meeting of the Southern Association for Institutional Research Conference, Arlington, VA). Links | BibTeX @misc{Pryor2006b,
title = {Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys},
author = {John H. Pryor},
url = {https://www.heri.ucla.edu/PP/2006%20SAIRV2.ppt},
year = {2006},
date = {2006-10-16},
note = {Paper presented at the annual meeting of the Southern Association for Institutional Research Conference, Arlington, VA},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Saenz, Victor B; Pryor, John H; Henning, Gavin Tracking college students over time: Using CIRP and CSS data for longitudinal assessment Presentation 17.05.2006. Links | BibTeX @misc{Saenz2006b,
title = {Tracking college students over time: Using CIRP and CSS data for longitudinal assessment},
author = {Victor B. Saenz and John H. Pryor and Gavin Henning},
url = {https://www.heri.ucla.edu/PP/Tracking_Students.ppt},
year = {2006},
date = {2006-05-17},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
2005
|
Astin, Alexander W Volunteering and Community Involvement Declines After Students Leave Collge . Miscellaneous 2005, (Press Release). Links | BibTeX @misc{Astin2005,
title = {Volunteering and Community Involvement Declines After Students Leave Collge .},
author = {Alexander W. Astin},
url = {https://www.heri.ucla.edu/PDFs/Atlantic%20-%20Report%202.pdf},
year = {2005},
date = {2005-04-20},
note = {Press Release},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
|
Sax, Linda J Using Entering Student Data to Estimate Campus Retention Rates Report: Spring 2005 Presentation 31.05.2005, (Paper presented at the annual meeting for the Association for Institutional Research, San Diego, CA.). Links | BibTeX @misc{Sax2005,
title = {Using Entering Student Data to Estimate Campus Retention Rates Report: Spring 2005},
author = {Linda J. Sax},
url = {https://www.heri.ucla.edu/PP/Sax%20-%20AIR%20Retention.ppt},
year = {2005},
date = {2005-05-31},
note = {Paper presented at the annual meeting for the Association for Institutional Research, San Diego, CA.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Vogelgesang, Lori J; Anderson, Jodi Understanding and Strengthening Faculty and Student Engagement Presentation 10.11.2005, (Presented at AAC&U in Providence, Rhode Island). Links | BibTeX @misc{Vogelgesang2005,
title = {Understanding and Strengthening Faculty and Student Engagement},
author = {Lori J. Vogelgesang and Jodi Anderson},
url = {https://www.heri.ucla.edu/PDFs/Teaching%20and%20Academic%20Initiatives.pdf},
year = {2005},
date = {2005-11-10},
note = {Presented at AAC&U in Providence, Rhode Island},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Astin, Alexander W; Astin, Helen; Lindholm, Jennifer A; Bryant, Alyssa N The Spiritual Life of College Students: A National Study of College Students' Search for Meaning and Purpose Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2005. Links | BibTeX @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}
}
|
Lindholm, Jennifer A; Bryant, Alyssa N; Szelenyi, K; Calderone, Shannon The spiritual life of college students Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2005. Links | BibTeX @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}
}
|
2004
|
Lee, Jenny J; Sax, Linda J; Kim, Karen; Hagedorn, Linda S Understanding Differences among Community College Students Across Varying Levels of Parental Education . Technical Report Higher Education Research Institute, UCLA Los Angeles , 2004. Abstract | Links | BibTeX @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}
}
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. |
Saenz, Victor B; Hurtado, Sylvia; Denson, Nida; Astin, Alexander W; Oseguera, Leticia; Locks, Angela Trends in political attitudes and voting behavior among college freshmen and early career college graduates: What issues could drive this election? Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2004. Links | BibTeX @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}
}
|
1997
|
Astin, Alexander W What Matters in College? Four Critical Years Revisited Book Jossey-Bass, San Francisco, 1997, ISBN: 978-0787908386. Links | BibTeX @book{Astin1997b,
title = {What Matters in College? Four Critical Years Revisited},
author = {Alexander W. Astin},
url = {https://www.amazon.com/What-Matters-College-Critical-Revisited/dp/078790838X},
isbn = {978-0787908386},
year = {1997},
date = {1997-01-24},
publisher = {Jossey-Bass},
address = {San Francisco},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
1993
|
Ballard, Kelley Ronay The Relationship Of Involvement In College Activities To Persistence Towards Bachelor's Degree Completion In Nursing PhD Thesis University of California at Los Angles, 1993. Links | BibTeX @phdthesis{Ballard1993,
title = {The Relationship Of Involvement In College Activities To Persistence Towards Bachelor's Degree Completion In Nursing},
author = {Kelley Ronay Ballard},
url = {https://www.heri.ucla.edu/PDFs/pubs/dissertations/9319802.pdf},
year = {1993},
date = {1993-07-17},
school = {University of California at Los Angles},
keywords = {},
pubstate = {published},
tppubtype = {phdthesis}
}
|
