Heather Haeger

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Courses

Scholarly Contributions

Chapters

• 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., Bueno, E. H., & Sedlacek, Q. (2024). Participation in Undergraduate Research Reduces Equity Gaps in STEM Graduation Rates. CBE life sciences education, 23(1), ar11.
  More info

  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.
• 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
• 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., 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
• 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
  More info

  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., 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., & 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).