Publications

@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}

}

@techreport{Jacobo2019,

title = {Findings from the 2018 Administration of the College Senior Survey (CSS)},

author = {Sidronio Jacobo and Diana Lopez},

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

year  = {2019},

date = {2019-05-03},

address = {Los Angles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@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}

}

@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}

}

@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}

}

@techreport{McLennan2019,

title = {Findings from the 2018 Administration of the Staff Climate Survey (SCS)},

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}

}

@techreport{Stolzenberg2019,

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

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

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



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

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

year  = {2019},

date = {2019-02-28},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{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}

}

@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}

}

@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}

}

@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}

}

@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}

}

@techreport{Couch2019b,

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

author = {Victoria Couch},

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

year  = {2019},

date = {2019-07-18},

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

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{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}

}

@techreport{Hurtado2012b,

title = {The Climate for Underrepresented Groups and Diversity on Campus},

author = {Sylvia Hurtado and Adriana Ruiz Alvarado},

url = {https://heri.ucla.edu/briefs/URMBriefReport.pdf},

year  = {2012},

date = {2012-06-16},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Oseguera2006,

title = {The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers},

author = {Leticia Oseguera and Sylvia Hurtado and Nida Denson and Oscar Cerna and Victor B. Saenz},

url = {https://www.heri.ucla.edu/nih/downloads/2005%20-%20Oseguera,%20Hurtado,%20Denson,%20Cerna,%20Saenz%20-%20Characteristics%20and%20Experiences%20of%20Minority%20Freshmen.PDF},

year  = {2006},

date = {2006-07-22},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Pryor2006,

title = {The American Freshman: National Norms for Fall 2006},

author = {John H. Pryor and Sylvia Hurtado and Victor B. Saenz and Jessica S. Korn and Jose Luis Santos and William S. Korn},

url = {https://www.heri.ucla.edu/PDFs/pubs/TFS/Norms/Monographs/TheAmericanFreshman2006.pdf},

isbn = {1-878477-39-0},

year  = {2006},

date = {2006-12-16},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Misa2005,

title = {The Lasting Impact of College on Young Adults' Civic and Political Engagement},

author = {Kimberly Misa and Jodi Anderson and Eric Yamamura},

url = {https://www.heri.ucla.edu/PDFs/Lasting%20Impact%20of%20College%20-%20ASHE05.pdf},

year  = {2005},

date = {2005-12-19},

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

institution = {Higher Education Research Institute, UCLA},

abstract = {This paper explores the ways in which colleges and universities foster social responsibility by examining college experiences that encourage students’ civic and political engagement. More specifically, this paper examines certain college environments and experiences, including community service activities, interaction with diverse peers, diversity coursework, and religious involvement to explore their impact on developing and maintaining socially responsible values and behaviors six years after leaving college. Multiple measures of post-college civic and political engagement are utilized. Researchers conclude with implications for the ways in which colleges and universities can provide curricular and co-curricular opportunities for their students to become socially responsible citizens – well into the post-college years. },

note = {Presented at 2005 Association for the Study of Higher Education Annual Conference},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sax2001,

title = {The American Freshman: National Norms for Fall 2001},

author = {Linda J. Sax and Jennifer A. Lindholm and Alexander W. Astin and William S. Korn and Kathryn M. Mahoney},

url = {https://www.heri.ucla.edu/PDFs/pubs/TFS/Norms/Monographs/TheAmericanFreshman2001.pdf},

isbn = {1-878477-28-5},

year  = {2001},

date = {2001-12-29},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}