Publications

@article{Hurtado2010i,

title = { Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project},

author = {Sylvia Hurtado and Christopher Newman and Minh Tran and Mitchell Chang},

url = {http://onlinelibrary.wiley.com/doi/10.1002/ir.357/pdf},

doi = {10.1002/ir.357},

year  = {2010},

date = {2010-12-16},

journal = {New Directions for Institutional Research},

volume = {148},

pages = {5-15},

abstract = {In this chapter, we summarize findings and offer implications from the first phase of a national longitudinal study of undergraduate STEM majors conducted by the Higher Education Research Institute at UCLA.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hurtado2010j,

title = {Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project.},

author = {Sylvia Hurtado and Christopher Newman and Minh Tran and Mitchell Chang},

url = {http://onlinelibrary.wiley.com/doi/10.1002/ir.357/epdf},

doi = {10.1002/ir.357},

year  = {2010},

date = {2010-12-16},

journal = {New Directions for Institutional Research},

volume = {2010},

number = {148},

pages = {5-15},

abstract = {In this chapter, we summarize findings and offer implications from the first phase of a national longitudinal study of undergraduate STEM majors conducted by the Higher Education Research Institute at UCLA.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Sharkness2010,

title = {Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys},

author = {Jessica Sharkness and Linda DeAngelo},

url = {https://www.heri.ucla.edu/PDFs/pubs/journals/MeasuringStudentInvolvement.pdf



https://link.springer.com/article/10.1007/s11162-010-9202-3},

doi = {10.1007/s11162-010-9202-3},

year  = {2010},

date = {2010-11-30},

journal = {Research in Higher Education},

volume = {52},

number = {5},

pages = {480–507},

abstract = {This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, two scales are built and tested—one measuring social involvement and one measuring academic involvement. Findings indicate that although both CTT and IRT can be used to obtain the same information about the extent to which scale items tap into the latent trait being measured, the two measurement theories provide very different pictures of scale precision. On the whole, IRT provides much richer information about measurement precision as well as a clearer roadmap for scale improvement. The findings support the use of IRT for scale construction and survey development in higher education.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Eagan2010,

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

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

url = {https://www.heri.ucla.edu/PDFs/pubs/journals/EngagingUndergraduatesinScienceResearchNotJustAboutFacultyWillingness.pdf},

doi = {10.1007/s11162-010-9189-9},

year  = {2010},

date = {2010-10-29},

journal = {Research in Higher Education},

volume = {52},

number = {2},

pages = {151-177},

abstract = {Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}