M. Kevin Eagan

Making a Difference in Science Education The Impact of Undergraduate Research Programs

To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to increase students’ intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling and propensity score matching techniques to examine how participation in undergraduate research affects STEM students’ intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.

Unintended Consequences: Examining the Effect of Part-Time Faculty Members on Associate's Degree Completion

Employment of part-time faculty members by community colleges has become an increasingly common approach to reducing institutional costs, which may have unintended consequences for student outcomes. This study examines the relationship between part-time faculty members and the associates degree completion of community college students. The authors use hierarchical generalized linear modeling to analyze student- and institution-level data from the California community college system to determine how student exposure to part-time faculty members affected the likelihood of earning an associates degree. Findings indicate that students experienced a significant yet modest negative effect from exposure to part-time faculty members on the probability of completing an associates degree.

Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants

This longitudinal study examined whether the combination of having negative racial interactions and identifying with ones domain of study affects underrepresented racial minority freshmen. In line with stereotype threat theory, students reporting higher levels of this combination of experiences and attributes were significantly less likely to persist in their intended biomedical or behavioral science major.

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness

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.

Examining Retention and Contingent Faculty Use in a State System of Public Higher Education

In many cases, state systems of higher education are not only challenged to address decreasing state budgets but are also asked to increase student retention and other measures of student success. The increased use of contingent faculty may help economically, but this trend may have unintended consequences. This research used logistic regression methods to examine six institutions within a public higher education system for the effects of contingent faculty use on first-year student retention. A thorough examination of other traditional variables used in retention studies is also provided. Results are reported by institutional type via Carnegie classification. Most notably, high levels of exposure to part-time faculty in the first year of college are consistently found to negatively affect student retention to the second year. These findings have implications for both policy and practice in the use of contingent faculty across institutional types.

Exploring the Value of Emotional Intelligence: A Means to Improve Academic Performance

The academic model of success in higher education often neglects the role of noncognitive variables, including Emotional Intelligence (EI). As higher education educators turn their attention to learning, scholars are focusing on the role of EI and other noncognitive variables in enhancing learning. Although learning takes place both inside and outside the classroom, this specific study addresses learning as it relates to academic performance. To explore the role of noncognitive factors in predicting academic performance, this study utilizes an initial sample of 864 first-year students at a large research university. The research addresses the value of EI in predicting academic performance as measured by cumulative grade point average (GPA). The role student affairs professionals play in the noncognitive development of students, specifically EI, could enhance student performance inside and outside the classroom. Implications for educators, including student affairs professionals, are addressed.

Stressing Out: Connecting Race, Gender, and Stress with Faculty Productivity

This study uses multilevel modeling to analyze data from a national sample of full-time, undergraduate faculty at four-year institutions to examine the connections among race, gender, sources of stress, and productivity in the areas of research, teaching, and service. We find that stress due to discrimination has particular negative salience for faculty of color. By contrast, stress due to family obligations significantly and positively correlated with faculty’s adoption of student-centered teaching practices and participation in civic-minded activities.

Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve part-time faculty’s satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.

Assessing the Psychometric Properties of Civic Values

There is limited research about the validity and reliability of civic engagement indicators. This study examines the measurement invariance of a Civic Values construct based on students’ responses on the 2000 Freshman Survey and 2004 College Senior Survey, which are both part of the Cooperative Institutional Research Program (CIRP). Results show that eight items best estimate Civic Values, and these items are stable across time points. Also, Civic Values are more diffuse during students’ freshman year and more correlated during their senior year. Explanations about elements of the collegiate environment that may affect growth on the items that measure Civic Values are also discussed.