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

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 Center for Postsecondary Research Panel Presentation at the AIR Annual Forum, Atlanta, GA, June 1, 2009 Panel Presentation at the AIR Annual Forum, Atlanta, GA, June 1, 2009

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

Review of Literature Review of Literature • Undergraduate students participating in research tend to Undergraduate students participating in research tend to have higher intellectual gains, greater retention rates, and have higher intellectual gains, greater retention rates, and stronger mentoring relationships with faculty (e.g. American stronger mentoring relationships with faculty Council of Learned Societies, 2007; Bauer & Bennett, 2003; Eigren & Hensel, 2006) 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 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). (e.g. Russell, Hancock, & McCullough, 2007). • Particularly important as a way to sustain and attract Particularly important as a way to sustain and attract minority population which are underrepresented in the minority population which are underrepresented in the STEM fields (e.g. Bauer & Bennett, 2003; Lopatto, 2004) (e.g. Bauer & Bennett, 2003; Lopatto, 2004)

Guided Research Question Guided Research Question Does a difference exist between the time male and Does a difference exist between the time male and female faculty spend working with students on their 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 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 What other faculty characteristics might explain any differences?

FSSE Instrument FSSE Instrument • Online survey • General topics • Faculty perceptions of student engagement Faculty perceptions of student engagement • Importance or emphasis faculty place on various activities Importance or emphasis faculty place on various activities and areas of learning and development and areas of learning and development and areas of learning and development and areas of learning and development • Faculty perceptions of the campus environment Faculty perceptions of the campus environment • How faculty members organize class time How faculty members organize class time • In 2008, over 23,000 faculty from 160 institutions In 2008, over 23,000 faculty from 160 institutions • Two survey options (course­based & typical student) based & typical student)

Sample characteristics Sample characteristics 9,862 faculty members • From 112 U.S. Inst • 48% Women • 36% from research/doc 42% from master’s • 77% White 22% from baccalaureate • 6% non­U.S. citizens • 33% from private inst • 33% from private inst • 84% Full­time 84% Full­time • 22% Lect/Inst Discipline • 27% Assist, 25% Assoc • 34% STEM • 27% Full Professor • 66% Non­STEM

Analyses • Hierarchical, OLS regression Hierarchical, OLS regression • Dependent measure • Average hours per week faculty spent working with Average hours per week faculty spent working with undergraduates on research • Independent measures Independent measures • Gender • Discipline (STEM and Non­Stem) Stem) • Other faculty, institutional controls Other faculty, institutional controls • Interaction terms = disciplinary x gender Interaction terms = disciplinary x gender • Mean and adjusted mean differences reported Mean and adjusted mean differences reported

Results OLS regression of Faculty time per week spent working with undergraduates OLS regression of Faculty time per week spent working with undergraduates on research Time on Undergraduate Research Variance due to: Variance due to: Faculty Characteristics .109*** Institutional Characteristics .011*** Interaction Terms .001*** Total Variance Explained .121*** 2 Adjusted R .119*** ***p < .001

Results Faculty time per week spent working with undergraduates on research Faculty time per week spent working with undergraduates on research by discipline and gender Mean Differences ***p < .001

Results Faculty time per week spent working with undergraduates on research Faculty time per week spent working with undergraduates on research by discipline and gender Adjusted Mean Differences ***p < .001, +p<.10 ***p < .001

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

For More Information For More Information Email: adlamber@indiana.edu adlamber@indiana.edu agarver@indiana.edu agarver@indiana.edu abrckalo@indiana.edu abrckalo@indiana.edu amhaywoo@indiana.edu amhaywoo@indiana.edu amhaywoo@indiana.edu amhaywoo@indiana.edu FSSE website: www.fsse.iub.edu www.fsse.iub.edu NSSE website: www.nsse.iub.edu www.nsse.iub.edu To download copies of our paper and presentation, please visit: To download copies of our paper and presentation, please visit: http://nsse.iub.edu/links/presentations http://nsse.iub.edu/links/presentations