Heather Haeger

Interests

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Courses

Scholarly Contributions

Books

• Unruh, H., Haeger, H., Dong, W., & Banks, J. (2024). A Practical Guide to Designing and Implementing a Successful Undergraduate Research, Scholarship and Creative Activity Program. New York, NY: Routledge.

Chapters

• Byrd, A., Haeger, H., Lin, W., Sonia Ninon, A., & Graunke, S. (2023). Using Propensity Score Matching to Assess High-Impact Practices Outcomes. In Delivering on the Promise of High-Impact Practices(pp 262-272). Routledge. doi:10.4324/9781003444022-26
  More info

  Propensity score matching (PSM) is one statistical method that can help researchers reduce the impact of confounding effects and control for self-selection in order to demonstrate the important impact of high-impact practices (HIPs) on student success. The factors that predict student success in higher education are often the same factors that predict a student’s participation in engaged learning or HIPs. The Sam H. Jones Scholarship is a community service scholarship offered by the Indiana University-Purdue University Indianapolis Center for Service and Learning and awarded to students with prior service to their high school, campus, or community. The PSM model matched students who participated in undergraduate research with similar peers in terms of gender, ethnicity, prior academic performance, socioeconomic status, parental education, and major. Inkelas et al. developed a comprehensive research-based model for residential-based learning communities that synthesized the experiences of multiple campuses from the National Study of Living-Learning Programs.
• Byrd, A., Haeger, H., Lin, W., Ninon, S., & Graunke, S. (2023). Using Propensity Score Matching to Assess High Impact Practices (HIPs) outcomes. In Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact, and Scale. Sterling, Virginia: Stylus Publishing.
• Haeger, H., & Oehlman, N. (2022). "You're Invited to the Rejection Party" and Other Strategies for Normalizing Rejection and Failure as Part of the Research Process. In Confronting Failure: Approaches to Building Confidence and Resilience in Undergraduate Researchers(pp 148--160). Council on Undergraduate Research. doi:doi:10.18833/cf/16
• Haeger, H., & Deil-Amen, R. (2016). Cooling Out and Leveled Aspirations among Low-Income University STEM Students. In Research in Social Problems and Public Policy(pp 69--96). Emerald Group Publishing Limited.

Journals/Publications

• Haeger, H., Banks, J., & Amador, L. (2024). Steps towards decolonizing study abroad: Host communities’ perceptions of change, benefits, and harms from study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad.
• Haeger, H., Bueno, E. H., & Sedlacek, Q. (2024). Participation in Undergraduate Research Reduces Equity Gaps in STEM Graduation Rates. CBE life sciences education, 23(1), ar11.
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  Many students who enroll in a public U.S. 4-y college will not graduate. The odds of completing a college degree are even lower for students who have been marginalized in higher education, especially in Science, Technology, Engineering, and Math (STEM) fields. Can undergraduate research increase a student's likelihood of graduating college and close educational equity gaps in college completion? To answer this question, we use data from six public U.S. universities ( = 120,308 students) and use Propensity Score Matching to generate a comparison group for analyses. We conducted logistic regressions on graduation rates and equity gaps in 4 and 6 y using the matched comparison group and undergraduate researchers in STEM ( = 2727). When being compared with like-peers and controlling for background characteristics and prior academic performance, students who participated in undergraduate research were twice as likely to graduate in 4 y and over 10 times as likely to graduate in 6 y. We also found that equity gaps in 4-y graduation rates for students of color, low-income, and first-generation students were cut in half for undergraduate researchers. At 6 y, these gaps were completely closed for undergraduate researchers. As we seek ways to close education gaps and increase graduation rates, undergraduate research can be a meaningful practice to improve student success.
• Haeger, H., Oehlman, N., & Christiaens, R. (2024). Claiming space in the academic landscape: negotiating the geography of belonging in undergraduate research. Scholarship and Practice in Undergraduate Research.
• Sedlacek, Q., Amador, L., Beasley, E., Malech, K., Haeger, H., Vigil, V., & Slown, C. (2023). Two stories to tell: different student outcome measures correlate with different instructor adaptations to COVID-19. Online Learning, 23(3), 271-296. doi:10.24059/olj.v27i3.3214
• Oehlman, N., Haeger, H., & Sedlacek, Q. (2022). Write It Down to Up the Impact: Authentic and Reflective Writing to Maximize the Impact of Undergraduate Research. Scholarship and Practice of Undergraduate Research, 5(4), 35-36. doi:10.18833/spur/5/4/2
• BrckaLorenz, A., Duran, A., & Haeger, H. (2021). Culturally engaging courses and campuses for LGBQ+ issues. Journal of Diversity in Higher Education, 14, 328--339.
• BrckaLorenz, A., Haeger, H., & Priddie, C. (2021). An Examination of Inclusivity and Support for Diversity in STEM Fields. Journal for STEM Education Research. doi:doi.org/10.1007/s41979-021-00055-1
• Haeger, H., White, C., Martinez, S., & Velasquez, S. (2021). Creating More Inclusive Research Environments for Undergraduates. Journal of the Scholarship of Teaching and Learning, 21(1). doi:doi.org/10.14434/josotl.v21i1.30101
• Dahlen, S., Haeger, H., Hanson, K., & Montellano, M. (2020). Almost in the Wild: Student Search Behaviors When Librarians Aren't Looking. The Journal of Academic Librarianship, 46(1), 102096.
• Haeger, H. (2020). Creating More Inclusive Research Environments for Undergraduates. Journal of the Scholarship of Teaching and Learning, 21(1). doi:10.3102/1582191
• Haeger, H., Banks, J. E., Smith, C., & Armstrong-Land, M. (2020). What We Know and What We Need to Know about Undergraduate Research. Scholarship and Practice of Undergraduate Research, 3(4), 62--69. doi:doi.org/10.18833/spur/3/4/4
• Haeger, H. (2019). What We Know and What We Need to Know About Undergraduate Research. Scholarship and Practice of Undergraduate Research, 3(4), 62-69. doi:10.3102/1440304
• Haeger, H., & Fresquez, C. (2019). Navigating the Academic Landscape: How Mentored Research Experiences Can Shed Light on the Hidden Curriculum. Scholarship and Practice of Undergraduate Research, 2(1), 15-23. doi:DOI:10.18833/spur/2/1/7
• Rocconi, L. M., Taylor, A. N., Haeger, H., Zilvinskis, J. D., & Christensen, C. R. (2019). Beyond the numbers: An examination of diverse interactions in law school. Journal of Diversity in Higher Education, 12, 27--37. doi:doi.org/10.1037/dhe0000080
• Banks, J. E., Fresquez, C., Haeger, H., Quinones-Soto, S. E., & Hammersley, L. (2018). Alliance for Change: Broadening Participation in Undergraduate Research at California State University. Scholarship and Practice of Undergraduate Research, 1(4), 5--11. doi:doi.org/10.18833/spur/1/4/9
• Haeger, H., Fresquez, C., Banks, J. E., & Smith, C. (2018). Navigating the Academic Landscape: How Mentored Research Experiences Can Shed Light on the Hidden Curriculum. Scholarship and Practice of Undergraduate Research, 2(1), 15--23. doi:doi.org/10.18833/spur/2/1/7
• Haeger, H., & Fresquez, C. (2016). Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences.. CBE life sciences education, 15(3), ar36. doi:10.1187/cbe.16-01-0016
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  Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.
• Oehlman, N., Haeger, H., Clarckston, B., & Banks, J. E. (2016). Maximizing the function of ePortfolios. Peer Review, Advancing Equity and Student Success through ePortfolios. Peer Review, Advancing Equity and Student Success through ePortfolios, 3(3), 13-16.
• Haeger, H., BrckaLorenz, A., & Webber, K. (2015). Participation in Undergraduate Research at Minority Serving Institutions. Perspectives on Undergraduate Research and Mentoring, 4(1).
• Silver, C., Watkins, L., Rocconi, L. M., & Haeger, H. (2013). Gaining from the System: Lessons from the Law School Survey of Student Engagement about How Students Benefit from Law School. U. St. Thomas Law Journal.
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  This paper considers the factors that influence law students’ assessment of their development professionally and academically during law school. It uses responses of 5,612 third- and fourth-year law students to the Law School Survey of Student Engagement to identify student activities and behaviors that influence professional and academic gains; individual and law school characteristics also are examined. Four aspects of the law school experience emerge as common influences of students’ professional and academic development.
• Haeger, H., Lambert, A. D., University-Bloomington, I., & Gieser, J. (2012). Using Cognitive Interviews to Improve Survey Instruments. Association for Institutional Research.
• Silver, C., Rocconi, L., Haeger, H., & Watkins, L. (2012). Gaining from the System: Lessons from the Law School Survey of Student Engagement about Student Development in Law School. University of St. Thomas Law Journal, 10, 286.
• Haeger, H. (2011). At the Intersection of Class and Disability: The Impact of Forms of Capital on College Access and Success for Students with Learning Disabilities. Dissertation.
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  This research addresses how socioeconomic status impacts the ways that students with learning disabilities and their families interact with the school system and the consequences of these interactions. This will inform policy on special education, and college level services and accommodations for students with learning disabilities. In addition to exploring general patterns of college attendance for students with learning disabilities, this research will include an analysis of what factors best predict college attendance and persistence for students with learning disabilities. Specifically, the forms of capital framework including economic, social, and cultural capital along with habitus are used to understand issues of access and success in college. The primary findings of this study include a) the intersection of socioeconomic status and disability create an extreme form of stratification in college attendance for students with learning disabilities, b) each form of capital is significantly related to college attendance, c) measures of habitus are some of the strongest predictors of college attendance, d) forms of capital best predict college attendance at four-year colleges and universities and are less predictive for other forms of post-secondary education, and e) current models of college persistence may not be accurate for this population of students.
• Haeger, H., & Deil-Amen, R. (2010). Female College Students Working in the Sex Industry: A Hidden Population. NASPA Journal About Women in Higher Education, 3(1), 4--27.

Proceedings Publications

• Haeger, H., & Haeger, H. (2023).

  Managing Stress and Competing Tensions: The Working Conditions in Graduate Assistantships

  . In AERA.

Case Studies

• Oehlman, N., Haeger, H., Sedlacek, Q., & Amador, L. (2022. Write it down to up the impact: authentic and reflective writing to maximize the impact of undergraduate research(pp 2-5).