2019
|
Couch, Victoria The HERI Faculty Survey 2016-2017 Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{Couch2019b,
title = {The HERI Faculty Survey 2016-2017},
author = {Victoria Couch},
url = {https://www.heri.ucla.edu/briefs/HERI-FAC2016-Brief.pdf},
year = {2019},
date = {2019-07-18},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Cesar-Davis, Natacha Findings from the 2018 Administration of the Diverse Learning Environments (DLE) Survey Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{Cesar-Davis2019,
title = {Findings from the 2018 Administration of the Diverse Learning Environments (DLE) Survey},
author = {Natacha Cesar-Davis},
url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2018-Brief.pdf},
year = {2019},
date = {2019-07-08},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Hurtado, S Advancing institutional change and inclusive science Presentation 28.06.2019, (Presentation at NCAPP POGIL Conference presented in St. Louis, MO.). Links | BibTeX @misc{Hurtado2019,
title = {Advancing institutional change and inclusive science},
author = {Hurtado, S.
},
url = {https://www.heri.ucla.edu/nih/downloads/POGIL_Conference_June2019.pdf},
year = {2019},
date = {2019-06-28},
note = {Presentation at NCAPP POGIL Conference presented in St. Louis, MO.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Hurtado, S Advancing institutional change and inclusive science Presentation 27.06.2019, (Presentation at Gordon Conference presented in Lewiston, ME.). Links | BibTeX @misc{Hurtado2019b,
title = {Advancing institutional change and inclusive science},
author = {Hurtado, S},
url = {https://www.heri.ucla.edu/nih/downloads/Gordon_Conference_June2019.pdf},
year = {2019},
date = {2019-06-27},
note = {Presentation at Gordon Conference presented in Lewiston, ME.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Couch, Victoria Findings from the 2018 Administration of the Your First College Year (YFCY) Survey Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{Couch2019,
title = {Findings from the 2018 Administration of the Your First College Year (YFCY) Survey},
author = {Victoria Couch},
url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2018-Brief.pdf},
year = {2019},
date = {2019-05-15},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Cobian, Krystle P; Hurtado, Sylvia; Ramos, Hector; Gomez, Ana Karen Cultivating STEM Talent: Lessons from Exemplar Institutions Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019, (Paper presented at the American Educational Research Association in Toronto, Ontario, Canada.). Links | BibTeX @techreport{Cobian2019c,
title = {Cultivating STEM Talent: Lessons from Exemplar Institutions},
author = {Krystle P. Cobian and Sylvia Hurtado and Hector Ramos and Ana Karen Gomez},
url = {https://heri.ucla.edu/pub/Cultivating-Talent-Exemplar-Institutions-AERA-2019.pdf},
year = {2019},
date = {2019-04-10},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
note = {Paper presented at the American Educational Research Association in Toronto, Ontario, Canada.},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Cobian, Krystle P; Ramos, Hector; Gomez, Ana Karen; Hurtado, Sylvia Cultivating STEM talent: Lessons from exemplar institutions Presentation 09.04.2019, (Presented at the American Educational Research Association in Toronto, Ontario, Canada.). Links | BibTeX @misc{Cobian2019b,
title = {Cultivating STEM talent: Lessons from exemplar institutions},
author = {Krystle P. Cobian and Hector Ramos and Ana Karen Gomez and Sylvia Hurtado},
url = {https://heri.ucla.edu/pub/Tal-Dev-AERA-2019.pdf},
year = {2019},
date = {2019-04-09},
note = {Presented at the American Educational Research Association in Toronto, Ontario, Canada.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Stolzenberg, Ellen Bara; Eagan, Kevin M; Aragon, Melissa C; Cesar-Davis, Natacha; Jacobo, Sidronio; Couch, Victoria; Rios-Aguilar, Cecilia The American Freshman: National Norms Fall 2017 Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{Stolzenberg2019b,
title = {The American Freshman: National Norms Fall 2017},
author = {Ellen Bara Stolzenberg and M. Kevin Eagan and Melissa C. Aragon and Natacha Cesar-Davis and Sidronio Jacobo and Victoria Couch and Cecilia Rios-Aguilar},
url = {https://www.heri.ucla.edu/monographs/TheAmericanFreshman2017.pdf
https://www.heri.ucla.edu/monographs/TheAmericanFreshman2017-Expanded.pdf
https://www.heri.ucla.edu/briefs/TFS-Brief-Report-2017.pdf},
year = {2019},
date = {2019-04-08},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
McLennan, Destiny The American Freshman: National Norms Fall 2017 - Research Brief Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{McLennan2019b,
title = {The American Freshman: National Norms Fall 2017 - Research Brief},
author = {Destiny McLennan},
url = {https://www.heri.ucla.edu/briefs/TFS-Brief-Report-2017.pdf},
year = {2019},
date = {2019-04-05},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Cobian, Krystal P; Ramos, Hector; Hurtado, Sylvia Institutional policies and practices that support undergraduate STEM talent development: Lessons from exemplar institutions. Presentation 15.03.2019, (Presentation at Understanding Interventions Conference in Baltimore, MD. ). Links | BibTeX @misc{Cobian2019,
title = {Institutional policies and practices that support undergraduate STEM talent development: Lessons from exemplar institutions.},
author = {Krystal P. Cobian and Hector Ramos and Sylvia Hurtado},
url = {https://heri.ucla.edu/pub/Understanding-Interventions-Baltimore-March-2019.pdf},
year = {2019},
date = {2019-03-15},
note = {Presentation at Understanding Interventions Conference in Baltimore, MD. },
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
McLennan, Destiny Findings from the 2018 Administration of the Staff Climate (SC) Survey Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2019. Links | BibTeX @techreport{McLennan2019,
title = {Findings from the 2018 Administration of the Staff Climate (SC) Survey},
author = {Destiny McLennan},
url = {https://www.heri.ucla.edu/briefs/SCS/HERI_SCS_2018_Brief.pdf},
year = {2019},
date = {2019-03-01},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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}
}
|
2018
|
Riggers-Piehl, Tiffani; Lim, Gloria; King, Karen Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University Technical Report Higher Education Research Institute 3005 Moore Hall, University of California, Los Angeles, 2018. Abstract | Links | BibTeX @techreport{Riggers-Piehl2018,
title = {Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University},
author = {Tiffani Riggers-Piehl and Gloria Lim and Karen King},
url = {https://heri.ucla.edu/pub/NCGS-ResearchReport_final.pdf},
year = {2018},
date = {2018-12-15},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute},
abstract = {The 2009 report, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College, by Dr. Linda J. Sax and colleagues, identified several areas in which all-girls education appeared to “produce favorable outcomes for female students” as they entered university (p.9). Using data collected in 2005 from the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA), the study showed that when compared to their coeducated peers, graduates of girls’ high schools had increased academic engagement; higher academic self-confidence, particularly in their math and science abilities; and greater political engagement. When reflecting on those results, we wondered: what differences would exist between girls’ school graduates and their coeducated peers with data collected ten years later?
The present report provides valuable insight into the experiences of students at all-girls schools, specifically relating to their academic skills and engagement, science confidence, community
engagement, cultural competency, and political engagement. Commissioned by the National Coalition of Girls’ Schools (NCGS), it follows the model of Sax et al. (2009), employing similar methodology and using data from HERI’s Freshman Survey, a national survey of students preparing to enter their first year of university. Collected in 2016, the dataset includes responses from 5,888 female incoming students, 1,134 of whom graduated from 105 independent all-girls high schools. In this report, we examine academic and social characteristics of these students and use multilevel modeling to understand how students’ demographic characteristics (e.g. race/ethnicity, parent education, and family income) and high school characteristics (e.g. student-teacher ratio, enrollment size, etc.) account for differences between the two groups. Considering the recommendations and following in the footsteps of previous research of its kind, this study identifies benefits and outcomes of all-girls schooling.},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
The 2009 report, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College, by Dr. Linda J. Sax and colleagues, identified several areas in which all-girls education appeared to “produce favorable outcomes for female students” as they entered university (p.9). Using data collected in 2005 from the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA), the study showed that when compared to their coeducated peers, graduates of girls’ high schools had increased academic engagement; higher academic self-confidence, particularly in their math and science abilities; and greater political engagement. When reflecting on those results, we wondered: what differences would exist between girls’ school graduates and their coeducated peers with data collected ten years later?
The present report provides valuable insight into the experiences of students at all-girls schools, specifically relating to their academic skills and engagement, science confidence, community
engagement, cultural competency, and political engagement. Commissioned by the National Coalition of Girls’ Schools (NCGS), it follows the model of Sax et al. (2009), employing similar methodology and using data from HERI’s Freshman Survey, a national survey of students preparing to enter their first year of university. Collected in 2016, the dataset includes responses from 5,888 female incoming students, 1,134 of whom graduated from 105 independent all-girls high schools. In this report, we examine academic and social characteristics of these students and use multilevel modeling to understand how students’ demographic characteristics (e.g. race/ethnicity, parent education, and family income) and high school characteristics (e.g. student-teacher ratio, enrollment size, etc.) account for differences between the two groups. Considering the recommendations and following in the footsteps of previous research of its kind, this study identifies benefits and outcomes of all-girls schooling. |
McLennan, Destiny; Jacobo, Sidronio Findings from the 2017 Administration of the Diverse Learning Environments (DLE) Survey Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2018. Links | BibTeX @techreport{McLennan2018,
title = {Findings from the 2017 Administration of the Diverse Learning Environments (DLE) Survey},
author = {Destiny McLennan and Sidronio Jacobo},
url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2017-Brief.pdf},
year = {2018},
date = {2018-12-12},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Cobian2018b,
title = {College sexual violence in context: Vulnerable populations and campus climate},
author = {Krystle P. Cobian and Ellen Bara Stolzenberg},
url = {https://heri.ucla.edu/pub/AERA-2018-Cobian_Stolzenberg_College-Sexual-Violence-in-Context-04012018.pdf},
year = {2018},
date = {2018-04-16},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute, UCLA},
note = {Paper presented at the annual conference for the American Educational Research Association (AERA), New York, NY. },
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @misc{Cobian2018c,
title = {College sexual violence in context: Vulnerable populations and campus climate},
author = {Krystle P. Cobian and Ellen Bara Stolzenberg},
url = {https://heri.ucla.edu/presentations/Cobian_Stolzenberg-Sexual-Violence-in-Context _AERA HERI website.pptx},
year = {2018},
date = {2018-04-16},
note = {Presented at the annual conference for the American Educational Research Association (AERA), New York, NY. },
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Gomez, Ana Karen; Cobian, Krystle P; Hurtado, Sylvia Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions 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 (ASHE), New York, NY.). Links | BibTeX @techreport{Gomez2018,
title = {Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions},
author = {Ana Karen Gomez and Krystle P. Cobian and Sylvia Hurtado},
url = {https://heri.ucla.edu/pub/AERA-Lessons-from-Hispanic-Serving-Institutions.pdf},
year = {2018},
date = {2018-04-16},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute, UCLA},
note = {Paper presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Gomez, Ana Karen; Cobian, Krystle P; Hurtado, Sylvia Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions Presentation 16.04.2018, (Paper presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.). Links | BibTeX @misc{Gomez2017,
title = {Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions},
author = {Ana Karen Gomez and Krystle P. Cobian and Sylvia Hurtado},
url = {https://heri.ucla.edu/presentations/AERA-HSI-STEM-Productivity.pptx},
year = {2018},
date = {2018-04-16},
note = {Paper presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
Couch, Victoria Findings from the 2017 Administration of the Your First College Year (YFCY) Survey Technical Report Higher Education Research Institute, UCLA 3005 Moore Hall, University of California, Los Angeles, 2018. Links | BibTeX @techreport{Couch2018,
title = {Findings from the 2017 Administration of the Your First College Year (YFCY) Survey},
author = {Victoria Couch},
url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2017-Brief.pdf},
year = {2018},
date = {2018-04-14},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @misc{Cobian2018,
title = {Strategies from biology to transform undergraduate STEM teaching and learning},
author = {Krystle P. Cobian and Sylvia Hurtado and Kevin Eagan and Liz Roth-Johnson and},
url = {https://www.heri.ucla.edu/nih/downloads/SABER-West-Presentation-1-14-18.pdf},
year = {2018},
date = {2018-01-21},
note = {PowerPoint presented at the annual conference for the Society for the Advancement of Biology Education Research (SABER) West, Irvine, CA},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Hurtado2017b,
title = {Institutional transformation: Models and strategies of institutional change in practices for undergraduate teaching and research},
author = {Sylvia Hurtado},
url = {https://www.heri.ucla.edu/nih/downloads/ASMCUE-July-2017-Biology-Educators-Presentation.pdf},
year = {2017},
date = {2017-07-01},
note = {PowerPoint presented at the annual Conference for Undergraduate Educators for the American Society for Microbiology, Denver, CO},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Hurtado2017,
title = { Institutional transformation: A new framework informed by strategies utilized at highly productive institutions},
author = {Sylvia Hurtado and Krystle P. Cobian},
url = {https://www.heri.ucla.edu/nih/downloads/Hurtado-Cobian-Institutional-Transformation.pdf},
year = {2017},
date = {2017-06-22},
note = {Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Eagan2017c,
title = {STEM Faculty: Work, life, and impact in the classroom},
author = {Kevin Eagan and Damani White-Lewis},
url = {https://www.heri.ucla.edu/nih/downloads/2017-STEM-Institute-Faculty-and-the-Classroom.pdf},
year = {2017},
date = {2017-06-09},
note = {Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Eagan2017d,
title = {Curricular reform as institutional transformation: Infusing active learning into introductory life science courses},
author = {Kevin Eagan and Edgar Romo},
url = {https://www.heri.ucla.edu/nih/downloads/2017-STEM-Institute-Curricular-Reform-as-Institutional-Transformation.pdf},
year = {2017},
date = {2017-06-09},
note = {Powerpoint presented at the STEM Institute for the Higher Education Research Institute at the University of California, Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{White-Lewis2017,
title = { Predicting Identity, Success Skills, and Achievement in Introductory STEM Courses},
author = {Damani White-Lewis and Tanya Figueroa and Krystle Cobian and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/nih/downloads/Final-AIR2017.pdf},
year = {2017},
date = {2017-05-25},
note = {Presentation at the 2017 Annual Forum of the Association for Institutional Research, Washington D.C},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @techreport{Eagan2017,
title = {The American Freshman: National Norms Fall 2016},
author = {Kevin Eagan and Ellen Bara Stolzenberg and Hilary B. Zimmerman and Melissa C. Aragon and Hannah Whang Sayson and Cecilia Rios-Aguilar
},
url = {https://www.heri.ucla.edu/monographs/TheAmericanFreshman2016.pdf
},
year = {2017},
date = {2017-05-01},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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. |
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 @misc{Figueroa2017,
title = {Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions. },
author = {Tanya Figueroa and Ana Karen Gomez and Sylvia Hurtado
},
url = {https://www.heri.ucla.edu/nih/downloads/2017-AAHHE-PRESENTATION.pptx},
year = {2017},
date = {2017-03-01},
abstract = {PowerPoint presented at the annual meeting for the American Association of Hispanics in Higher Education, Inc., Irvine, CA. - March 2017},
note = {PowerPoint presented at the annual meeting for the American Association of Hispanics in Higher Education, Inc., Irvine, CA. - March 2017},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
PowerPoint presented at the annual meeting for the American Association of Hispanics in Higher Education, Inc., Irvine, CA. - March 2017 |
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 @techreport{Figueroa2016b,
title = {Cultivating STEM Talent: Lessons from STEM Pioneers and Exemplar Institutions},
author = {Tanya Figueroa and Sylvia Hurtado and Krystle Cobian and Ashlee Wilkins and Damani Lewis-White},
url = {https://www.heri.ucla.edu/nih/downloads/2016-Cultivating_STEM_talent_Lessons_from_STEM_pioneers_and_exemplar_institutions.pdf
},
year = {2016},
date = {2016-11-12},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
abstract = {This paper explores views of talent development among STEM faculty, program directors, and administrators from exemplary institutions in producing STEM bachelor's degrees. We explored this theme across three qualitative studies to determine how each institutional agent conceptualizes and cultivates student talent in introductory classrooms and in later undergraduate career stages. We also examine the institutional structures that support and coordinate these efforts. It is clear that the concept of talent development is shared by institutional agents, but is not widely accepted in STEM or in all introductory courses where it is needed the most. Faculty related how they identify and cultivate talents. Further, several institutional practices supported the efforts of institutional agents who utilized a talent development approach to student learning.},
note = {Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
This paper explores views of talent development among STEM faculty, program directors, and administrators from exemplary institutions in producing STEM bachelor's degrees. We explored this theme across three qualitative studies to determine how each institutional agent conceptualizes and cultivates student talent in introductory classrooms and in later undergraduate career stages. We also examine the institutional structures that support and coordinate these efforts. It is clear that the concept of talent development is shared by institutional agents, but is not widely accepted in STEM or in all introductory courses where it is needed the most. Faculty related how they identify and cultivate talents. Further, several institutional practices supported the efforts of institutional agents who utilized a talent development approach to student learning. |
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}
}
|
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 @techreport{Tilman2016,
title = {Findings from the 2016 Administration of the College Senior Survey (CSS)},
author = {Jennifer Berdan Lozano and Travis S. Tilman},
url = {https://www.heri.ucla.edu/briefs/CSS/CSS-2016-Brief.pdf},
year = {2016},
date = {2016-11-01},
address = {Los Angles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Bates2016,
title = {Findings from the 2016 Administration of the Your First College Year (YFCY) Survey},
author = {Abigail K. Bates and Patrick Q. Bourke},
url = {https://www.heri.ucla.edu/briefs/YFCY/YFCY-2016-Brief.pdf},
year = {2016},
date = {2016-11-01},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Bates2016b,
title = {Summary of Findings from the 2016 Administration of the Your First College Year (YFCY) Survey},
author = {Abigail K. Bates and Patrick Q. Bourke},
url = {https://www.heri.ucla.edu/briefs/YFCY/YFCY-2016-Brief.pdf},
year = {2016},
date = {2016-10-15},
address = {3005 Moore Hall, University of California, Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Ramirez2017,
title = {Findings from the 2016 Administration of the Diverse Learning Environments (DLE) Survey},
author = {Joseph J. Ramirez and Hilary Zimmerman},
url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2016-Brief.pdf},
year = {2016},
date = {2016-07-16},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @misc{Figueroa2016b,
title = {The College Experiences that Influence PostBaccalaureate STEM Pathways},
author = {Tanya Figueroa and Krystle P. Cobian and Damani White-Lewis, M and Kevin Eagan and Sylvia Hurtado},
url = {https://www.heri.ucla.edu/nih/downloads/AIR2016-QuantPowerpointPresentation.pdf
https://www.heri.ucla.edu/nih/downloads/AIR2016-QuantPowerpointPresentation.pptx},
year = {2016},
date = {2016-06-11},
note = {Presentation at the 2016 Annual Forum of the Association for Institutional Research, New Orleans, LA},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Wilkins2016,
title = {STEM Faculty at Exemplar Institutions},
author = {Ashlee Wilkins and Tanya Figueroa and Sylvia Hurtado and Juanita Razo-Duenas and Rocio Mendoza and Deborah Faye Carter},
url = {https://www.heri.ucla.edu/nih/downloads/AIR2016_STEMFacultyatExemplarInstitutions.pdf},
year = {2016},
date = {2016-06-01},
note = {Presentation at the 2016 Annual Forum of the Association for Institutional Research, New Orleans, LA},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @book{Eagan2016,
title = {The American Freshman: Fifty-Year Trends 1966-2015},
author = {Kevin Eagan and Ellen Bara Stolzenberg and Joseph J. Ramirez and Melissa C. Aragon and Maria Ramirez Suchard and Cecilia Rios-Aguilar},
url = {https://www.heri.ucla.edu/monographs/50YearTrendsMonograph2016.pdf},
isbn = {978-1-878477-64-4},
year = {2016},
date = {2016-05-31},
publisher = {Higher Education Research Institute, UCLA},
address = {Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
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. |
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 @misc{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/AERA-NEXUS-%20Figueroa-Wilkins-Hurtado-2016.pptx},
year = {2016},
date = {2016-04-11},
note = {Presentation at the 2016 Annual Meeting of the American Education Research Association (AERA), Washington, D.C.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @misc{Figueroa2016,
title = {Cultivating STEM talent: Lessons from STEM pioneers and exemplar institutions},
author = {Figueroa, T., & Hurtado, S., Cobian, K., Wilkins, A., & White-Lewis, D. (2016). },
url = {https://www.heri.ucla.edu/nih/downloads/ASHE2016-Qual_Cultivating_STEM_Talent.pdf},
year = {2016},
date = {2016-02-11},
abstract = {This paper explores views of talent development among STEM faculty, program directors, and
administrators from exemplary institutions in producing STEM bachelor's degrees. We explored
this theme across three qualitative studies to determine how each institutional agent
conceptualizes and cultivates student talent in introductory classrooms and in later undergraduate
career stages. We also examine the institutional structures that support and coordinate these
efforts. It is clear that the concept of talent development is shared by institutional agents, but is
not widely accepted in STEM or in all introductory courses where it is needed the most. Faculty
related how they identify and cultivate talents. Further, several institutional practices supported
the efforts of institutional agents who utilized a talent development approach to student learning.},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
This paper explores views of talent development among STEM faculty, program directors, and
administrators from exemplary institutions in producing STEM bachelor's degrees. We explored
this theme across three qualitative studies to determine how each institutional agent
conceptualizes and cultivates student talent in introductory classrooms and in later undergraduate
career stages. We also examine the institutional structures that support and coordinate these
efforts. It is clear that the concept of talent development is shared by institutional agents, but is
not widely accepted in STEM or in all introductory courses where it is needed the most. Faculty
related how they identify and cultivate talents. Further, several institutional practices supported
the efforts of institutional agents who utilized a talent development approach to student learning. |
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 @book{Eagan2016b,
title = {The American Freshman: National Norms Fall 2015},
author = {Kevin Eagan and Ellen Bara Stolzenberg and Abigail K. Bates and Melissa C. Aragon and Maria Ramirez Suchard and Cecilia Rios-Aguilar},
url = {https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf
https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015-Expanded.pdf
https://www.createspace.com/6064101},
isbn = {978-1-878477-60-6},
year = {2016},
date = {2016-02-04},
publisher = {Higher Education Research Institute, UCLA},
address = {Los Angeles},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
|
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 @misc{Wilkins2015b,
title = {Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career},
author = {Ashlee Wilkins and Sylvia Hurtado and Tanya Figueroa },
url = {https://www.heri.ucla.edu/nih/downloads/AW-ASHE201-Leveraging-Pedagogical-Practices-in-the-Classroom-TF-2.pptx},
year = {2015},
date = {2015-11-05},
note = {Presentation at the 2015 Annual Conference of the Association for Study of Higher Education (ASHE), Denver, CO},
keywords = {},
pubstate = {published},
tppubtype = {presentation}
}
|
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 @techreport{Wilkins2015,
title = {Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career},
author = {Ashlee Wilkins and Sylvia Hurtado and Tanya Figueroa },
url = {https://www.heri.ucla.edu/nih/downloads/ASHE2015_ResearchAspirationsinIntroductoryClassrooms.pdf},
year = {2015},
date = {2015-11-02},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Jayakumar2015,
title = { 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},
author = {Uma M. Jayakumar},
url = {https://www.heri.ucla.edu/PDFs/Why-Are-All-the-Black-Students-Still-Sitting-Together-in-the-Proverbial-College-Cafeteria.pdf},
year = {2015},
date = {2015-10-02},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Rios-Aguilar2015b,
title = {Findings from the 2015 Administration of the Your First College Year (YFCY) Survey},
author = {Cecilia Rios-Aguilar and Ellen Bara Stolzenberg},
url = {https://www.heri.ucla.edu/briefs/YFCY/YFCY-2015-Brief.pdf},
year = {2015},
date = {2015-10-02},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Hurtado2015,
title = {Discriminination and Bias, Underrepresentation, and Sense of Belonging on Campus},
author = {Sylvia Hurtado and Adriana Ruiz Alvarado},
url = {https://www.heri.ucla.edu/PDFs/Discriminination-and-Bias-Underrepresentation-and-Sense-of-Belonging-on-Campus.pdf},
year = {2015},
date = {2015-10-01},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Rios-Aguilar2015,
title = {Findings from the 2015 Administration of the Diverse Learning Environments (DLE) Survey},
author = {Cecilia Rios-Aguilar and Ellen Bara Stolzenberg},
url = {https://www.heri.ucla.edu/briefs/DLE/DLE-2015-Brief.pdf},
year = {2015},
date = {2015-10-01},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
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 @techreport{Rios-Aguilar2015b,
title = {Findings from the 2015 Administration of the College Senior Survey (CSS)},
author = {Cecilia Rios-Aguilar and Kevin Eagan and Ellen Bara Stolzenberg},
url = {https://www.heri.ucla.edu/briefs/CSS/CSS-2015-Brief.pdf},
year = {2015},
date = {2015-10-01},
address = {Los Angeles},
institution = {Higher Education Research Institute, UCLA},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
