Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

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Science faculty’s subtle gender biases favor male students

/pdf/social-capital-a-theory-of-social-structure-and-action-4m7poq6byy.pdf

Social capital: a theory of social structure and action

The American Community College.

Where's the Learning in Service-Learning?

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

https://espace.library.uq.edu.au/view/UQ:324924/Auchincloss_2014_CURE_meeting_report.pdf

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.

This chapter reports the results of a large study on the effects of part-time faculty on student persistence and sug- gests that administrators give careful consideration when trying to reduce expenses through the use of such faculty in large beginning courses. Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First-Year Persistence M. Kevin Eagan Jr., Audrey J. Jaeger Calls for greater accountability in terms of graduation rates and increased economic efficiency among higher education institutions have prompted scholars to examine nontraditional factors that might help to explain the retention puzzle. Terenzini and Reason (2005) emphasize the critical impor- tance of examining factors that lead to first-year student attrition, as four- year institutions, on average, lose more than 25 percent of students by the start of the second year. Recently researchers have begun examining the ef- fects of exposure to part-time faculty on student outcomes (Bettinger and Long, 2006; Jacoby, 2006; Jaeger and Hinz, forthcoming; Jaeger, Thornton, and Eagan, 2007; Kerhberg and Turpin, 2002; Ronco and Cahill, 2006); how- ever, these studies do not specifically address the types of courses students take with part-time faculty. Research on student retention has given limited attention to the role that introductory, or gatekeeper, courses play in students’ decisions to remain enrolled at an institution. Gatekeeper courses refer to classes with high enrollment that generally represent the introductory courses required for matriculation into a major field of study (Tobias, 1992). In this chapter, we describe the employment of part-time faculty in four- year higher education institutions, as well as highlight research on the impor- tance of key gatekeeper courses. Informed by Bean’s model (1990) of student attrition, which posits that students leave higher education institutions because of a sense of dissatisfaction with their environment, our analyses N EW D IRECTIONS FOR T EACHING AND L EARNING , no. 115, Fall 2008 © Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/tl.324

/pdf/closing-the-gate-part-time-faculty-instruction-in-gatekeeper-20nop8dqia.pdf

Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First-Year Persistence

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.

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

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.

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

Higher Education Research Institute at UCLA, Graduate School of Education & Information Studies

M. Kevin Eagan

Papers

Closing the Gate: Part-Time Faculty Instruction in Gatekeeper Courses and First-Year Persistence

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

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

Undergraduate Teaching Faculty: The HERI Faculty Survey 2016-2017

Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey