Time Spent on Research with Undergraduate Students Gender - - PowerPoint PPT Presentation

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Time Spent on Research with Undergraduate Students Gender - - PowerPoint PPT Presentation

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Time Spent on Research with Undergraduate Students Gender Differences among Gender Differences among STEM Faculty Amber D. Lambert Amy K. Garver Allison BrckaLorenz Indiana University Antwione Haywood Center for Postsecondary Research

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Center for Postsecondary Research

Panel Presentation at the AIR Annual Forum, Atlanta, GA, June 1, 2009

Amber D. Lambert Amy K. Garver Allison BrckaLorenz Antwione Haywood

Time Spent on Research with Undergraduate Students

Gender Differences among Gender Differences among STEM Faculty Indiana University Center for Postsecondary Research

Panel Presentation at the AIR Annual Forum, Atlanta, GA, June 1, 2009

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Research Focus

The aim of this study is to explore characteristics that contribute to faculty members spending more time mentoring undergraduate students in research With a particular focus on disciplinary fields (STEM) where retention of underrepresented students groups are of a concern.

Research Focus

The aim of this study is to explore characteristics that contribute to faculty members spending more time mentoring undergraduate students in With a particular focus on disciplinary fields (STEM) where retention of underrepresented students groups are of a concern.

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Review of Literature

  • Undergraduate students participating in research tend to

have higher intellectual gains, greater retention rates, and stronger mentoring relationships with faculty

Council of Learned Societies, 2007; Bauer & Bennett, 2003; Eigren & Hensel, 2006)

  • Also it leads to increased job interests in the STEM fields
  • Also it leads to increased job interests in the STEM fields

(e.g. Russell, Hancock, & McCullough, 2007).

  • Particularly important as a way to sustain and attract

minority population which are underrepresented in the STEM fields (e.g. Bauer & Bennett, 2003; Lopatto, 2004)

Review of Literature

Undergraduate students participating in research tend to have higher intellectual gains, greater retention rates, and stronger mentoring relationships with faculty (e.g. American

Council of Learned Societies, 2007; Bauer & Bennett, 2003; Eigren & Hensel, 2006)

Also it leads to increased job interests in the STEM fields Also it leads to increased job interests in the STEM fields

(e.g. Russell, Hancock, & McCullough, 2007).

Particularly important as a way to sustain and attract minority population which are underrepresented in the

(e.g. Bauer & Bennett, 2003; Lopatto, 2004)

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Guided Research Question

Does a difference exist between the time male and female faculty spend working with students on their research ? If so, does the gap vary by STEM and non If so, does the gap vary by STEM and non What other faculty characteristics might explain any differences?

Guided Research Question

Does a difference exist between the time male and female faculty spend working with students on their If so, does the gap vary by STEM and non­STEM fields? If so, does the gap vary by STEM and non­STEM fields? What other faculty characteristics might explain any

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FSSE Instrument

  • Online survey
  • General topics
  • Faculty perceptions of student engagement
  • Importance or emphasis faculty place on various activities

and areas of learning and development and areas of learning and development

  • Faculty perceptions of the campus environment
  • How faculty members organize class time
  • In 2008, over 23,000 faculty from 160 institutions
  • Two survey options (course­based & typical student)

FSSE Instrument

Faculty perceptions of student engagement Importance or emphasis faculty place on various activities and areas of learning and development and areas of learning and development Faculty perceptions of the campus environment How faculty members organize class time

In 2008, over 23,000 faculty from 160 institutions based & typical student)

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Sample characteristics

9,862 faculty members

  • 48% Women
  • 77% White
  • 6% non­U.S. citizens

84% Full­time

  • 84% Full­time
  • 22% Lect/Inst
  • 27% Assist, 25% Assoc
  • 27% Full Professor

Sample characteristics

  • From 112 U.S. Inst
  • 36% from research/doc

42% from master’s 22% from baccalaureate

  • 33% from private inst
  • 33% from private inst

Discipline

  • 34% STEM
  • 66% Non­STEM
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Analyses

  • Hierarchical, OLS regression
  • Dependent measure
  • Average hours per week faculty spent working with

undergraduates on research

Independent measures

  • Independent measures
  • Gender
  • Discipline (STEM and Non­Stem)
  • Other faculty, institutional controls
  • Interaction terms = disciplinary x gender
  • Mean and adjusted mean differences reported

Hierarchical, OLS regression

Average hours per week faculty spent working with

Stem) Other faculty, institutional controls Interaction terms = disciplinary x gender Mean and adjusted mean differences reported

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Results

OLS regression of Faculty time per week spent working with undergraduates

  • n research

Variance due to: Variance due to: Faculty Characteristics Institutional Characteristics Interaction Terms Total Variance Explained Adjusted R

2

OLS regression of Faculty time per week spent working with undergraduates

Time on Undergraduate Research

***p < .001

.109*** .011*** .001*** .121*** .119***

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Results

Faculty time per week spent working with undergraduates on research by discipline and gender Mean Differences Faculty time per week spent working with undergraduates on research

***p < .001

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Results

Faculty time per week spent working with undergraduates on research by discipline and gender Adjusted Mean Differences Faculty time per week spent working with undergraduates on research

***p < .001 ***p < .001, +p<.10

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Implications/Conclusions

  • Remove any organizational barriers that might keep female

STEM faculty from having time to do research with undergraduate research (e.g. the level of courses they teach, course loads)

  • Extra support/incentive for faculty who have been teaching

in STEM fields for many years to do undergraduate research in STEM fields for many years to do undergraduate research

  • In non­STEM fields make sure participation in

undergraduate research is part of promotion and tenure to ensure faculty along all spectrum of faculty rank participate

Implications/Conclusions

Remove any organizational barriers that might keep female STEM faculty from having time to do research with undergraduate research (e.g. the level of courses they teach, Extra support/incentive for faculty who have been teaching in STEM fields for many years to do undergraduate research in STEM fields for many years to do undergraduate research STEM fields make sure participation in undergraduate research is part of promotion and tenure to ensure faculty along all spectrum of faculty rank participate

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For More Information

Email: adlamber@indiana.edu agarver@indiana.edu abrckalo@indiana.edu amhaywoo@indiana.edu amhaywoo@indiana.edu FSSE website: www.fsse.iub.edu NSSE website: www.nsse.iub.edu

To download copies of our paper and presentation, please visit: http://nsse.iub.edu/links/presentations

For More Information

adlamber@indiana.edu agarver@indiana.edu abrckalo@indiana.edu amhaywoo@indiana.edu amhaywoo@indiana.edu www.fsse.iub.edu www.nsse.iub.edu

To download copies of our paper and presentation, please visit: http://nsse.iub.edu/links/presentations