@article{umbach_porter_willis_2023, title={Effects of the Pandemic on Faculty at Public Research Universities}, volume={125}, ISSN={["1467-9620"]}, DOI={10.1177/01614681231222722}, abstractNote={ We provide results from the first national survey of research university faculty on the effect of the COVID-19 pandemic on research productivity and tenure and promotion plans. Our analytic sample consists of almost 4,000 tenured and tenure-line faculty from 31 research universities. A large majority of faculty report disruptions to research due to the pandemic, with time spent moving instruction online listed as the most common cause (80%), followed by travel restrictions (80%) and inability to focus attention (66%). Although the extent of research disruption varied across academic disciplines, the reasons for disruptions were remarkably similar across disciplines. Forty-two percent of junior faculty stated they were likely to extend their tenure clocks due to the pandemic. }, number={10}, journal={TEACHERS COLLEGE RECORD}, author={Umbach, Paul D. and Porter, Stephen R. and Willis, Chris}, year={2023}, month={Oct}, pages={131–143} }
 @article{takei_porter_umbach_nakano_2023, title={Understanding Themes in Postsecondary Research Using Topic Modeling and Journal Abstracts}, volume={11}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-023-09761-8}, journal={RESEARCH IN HIGHER EDUCATION}, author={Takei, Mio and Porter, Stephen R. and Umbach, Paul D. and Nakano, Junji}, year={2023}, month={Nov} }
 @article{islam_mohamed_umbach_london_henneberger_freeman_sandler_hoppin_2022, title={Allergic and non-allergic wheeze among farm women in the Agricultural Health Study (2005-2010)}, volume={8}, ISSN={["1470-7926"]}, url={https://doi.org/10.1136/oemed-2022-108252}, DOI={10.1136/oemed-2022-108252}, abstractNote={BackgroundFarms represent complex environments for respiratory exposures including hays, grains and pesticides. Little is known about the impact of these exposures on women’s respiratory health. We evaluated the association of farm exposures with allergic and non-allergic wheeze among women in the Agricultural Health Study, a study of farmers and their spouses based in Iowa and North Carolina.MethodsWe used self-reported data (2005–2010) on current use (≤12 months) of 15 pesticides (selected based on frequency of use) and occupational farm activities from 20 164 women. We defined allergic wheeze as reporting wheeze and doctor-diagnosed hay fever (7%) and non-allergic wheeze as wheeze but not hay fever (8%) in the past 12 months. Using polytomous logistic regression, we evaluated associations of wheeze subtypes with pesticides and other farm exposures (eg, raising farm animals) using no wheeze/hay fever as the referent, adjusting for age, body mass index, state, current asthma, glyphosate use and smoking.ResultsCurrent use of any pesticide, reported by 7% of women, was associated with both allergic (OR: 1.36, 95% CI: 1.10 to 1.67) and non-allergic (OR: 1.25, 95% CI: 1.04 to 1.51) wheeze. Four pesticides were associated with at least one wheeze subtype: glyphosate, with both wheeze subtypes; diazinon and fly spray with only allergic wheeze; carbaryl with only non-allergic wheeze. Working weekly with mouldy hay was associated with allergic (OR: 1.88, 95% CI: 1.26 to 2.80) and non-allergic wheeze (OR: 1.69, 95% CI: 1.18 to 2.42).ConclusionUse of specific pesticides and certain farm activities may contribute to wheeze among farm women.}, journal={OCCUPATIONAL AND ENVIRONMENTAL MEDICINE}, author={Islam, Jessica Y. and Mohamed, Ahmed and Umbach, David M. and London, Stephanie J. and Henneberger, Paul K. and Freeman, Laura E. Beane and Sandler, Dale P. and Hoppin, Jane A.}, year={2022}, month={Aug} }
 @article{clayton_umbach_2020, title={Making It Free and Easy: Exploring the Effects of North Carolina College Application Week on College Access}, volume={44}, ISSN={["1090-7009"]}, DOI={10.1353/rhe.2020.0036}, abstractNote={Abstract:This study uses a series of panel models to explore the effect of North Carolina (NC) College Application Week (CAW) and free college applications during that week on the number of applications colleges receive and number of low-income students who matriculate. Our models suggest that NC saw an increase in applications and low-income student enrollments after the implementation of CAW, but these increases largely occurred at private colleges, seemingly shifting numbers from public universities. We find that the private colleges offering free applications during CAW experienced increases in the total number of both college applications received.}, number={1}, journal={REVIEW OF HIGHER EDUCATION}, author={Clayton, Ashley B. and Umbach, Paul D.}, year={2020}, pages={87–119} }
 @article{standish_umbach_2019, title={Should We Be Concerned About Nonresponse Bias in College Student Surveys? Evidence of Bias from a Validation Study}, volume={60}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-018-9530-2}, number={3}, journal={RESEARCH IN HIGHER EDUCATION}, author={Standish, Trey and Umbach, Paul D.}, year={2019}, month={May}, pages={338–357} }
 @article{umbach_tuchmayer_clayton_smith_2019, title={Transfer Student Success: Exploring Community College, University, and Individual Predictors}, volume={43}, ISSN={["1521-0413"]}, DOI={10.1080/10668926.2018.1520658}, abstractNote={ABSTRACT This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.}, number={9}, journal={COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE}, author={Umbach, Paul D. and Tuchmayer, Jeremy B. and Clayton, Ashley B. and Smith, Kathleen N.}, year={2019}, pages={599–617} }
 @article{english_umbach_2016, title={Graduate School Choice: An Examination of Individual and Institutional Effects}, volume={39}, ISSN={["1090-7009"]}, DOI={10.1353/rhe.2016.0001}, abstractNote={Using the 2000/01 Baccalaureate & Beyond Longitudinal Study (B&B:00/01), this paper employs multilevel modeling to test a conceptual model of graduate school choice that draws significantly from human capital theory while incorporating the salient concepts of cultural and social capital. The model posits that the graduate school choice process is comprised of three nested phases. First, an individual develops an aspiration for graduate-level education; next, the student submits applications to graduate schools, and thirdly, the student enrolls in a graduate program. Dependent students who obtained high undergraduate grade point averages majored in the humanities, social or behavioral sciences, mathematics, or life and physical sciences, and attended a master’s or doctoral institution were most likely to aspire to, apply for, and enroll in graduate school. This study also found that, when controlling for all other variables in the models, Hispanic students are more likely to aspire to and apply for graduate school, and African-American students are more likely to aspire to, apply for, and enroll in graduate school than white students. A key variable of interest, undergraduate indebtedness, does not affect graduate school choice when accounting for all other variables in the model.}, number={2}, journal={REVIEW OF HIGHER EDUCATION}, author={English, David and Umbach, Paul D.}, year={2016}, pages={173-+} }
 @article{loes_pascarella_umbach_2012, title={Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?}, volume={83}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2012.0001}, DOI={10.1080/00221546.2012.11777232}, abstractNote={This study analyzed data from the Wabash National Study of Liberal Arts Education to estimate the unique effects of exposure to classroom diversity and involvement in interactional diversity on growth in critical thinking skills during the fi rst year of college. Net of important confounding infl uences, neither classroom nor interactional diversity had signifi cant general effects on critical thinking. However, interactional diversity did positively infl uence critical thinking skills for White students and for students who were the least well prepared academically for college.}, number={1}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Loes, Chad and Pascarella, Ernest and Umbach, Paul}, year={2012}, pages={1–25} }
 @article{loes_pascarella_umbach_2012, title={Effects of diversity experiences on critical thinking skills: Who benefits?}, volume={83}, DOI={10.1353/jhe.2012.0001}, abstractNote={This study analyzed data from the Wabash National Study of Liberal Arts Education to estimate the unique effects of exposure to classroom diversity and involvement in interactional diversity on growth in critical thinking skills during the fi rst year of college. Net of important confounding infl uences, neither classroom nor interactional diversity had signifi cant general effects on critical thinking. However, interactional diversity did positively infl uence critical thinking skills for White students and for students who were the least well prepared academically for college.}, number={1}, journal={Journal of Higher Education}, author={Loes, C. and Pascarella, E. and Umbach, P.}, year={2012}, pages={1-} }
 @article{adams_umbach_2011, title={Nonresponse and Online Student Evaluations of Teaching: Understanding the Influence of Salience, Fatigue, and Academic Environments}, volume={53}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/S11162-011-9240-5}, DOI={10.1007/S11162-011-9240-5}, number={5}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Adams, Meredith J. D. and Umbach, Paul D.}, year={2011}, month={Sep}, pages={576–591} }
 @article{wells_seifert_padgett_park_umbach_2011, title={Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations}, volume={82}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2011.0004}, abstractNote={We test the assumption that peer and/or familial influences are partially responsible fore the expectation gender gap, and examine the differences in this gap by race/ethnicity. We find that the effects of social capital differ by gender but that the gender gap in expectations does not differ by race.}, number={1}, journal={JOURNAL OF HIGHER EDUCATION}, author={Wells, Ryan S. and Seifert, Tricia A. and Padgett, Ryan D. and Park, Sueuk and Umbach, Paul D.}, year={2011}, pages={1-+} }
 @article{wells_seifert_padgett_park_umbach_2011, title={Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations}, volume={82}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2011.11779083}, DOI={10.1080/00221546.2011.11779083}, abstractNote={We test the assumption that peer and/or familial influences are partially responsible fore the expectation gender gap, and examine the differences in this gap by race/ethnicity. We find that the effects of social capital differ by gender but that the gender gap in expectations does not differ by race.}, number={1}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Wells, Ryan S. and Seifert, Tricia A. and Padgett, Ryan D. and Park, Sueuk and Umbach, Paul D.}, year={2011}, month={Jan}, pages={1–32} }
 @article{padgett_goodman_johnson_saichaie_umbach_pascarella_2010, title={The impact of college student socialization, social class, and race on need for cognition}, volume={2010}, ISSN={0271-0579 1536-075X}, url={http://dx.doi.org/10.1002/ir.324}, DOI={10.1002/ir.324}, abstractNote={AbstractUsing longitudinal data, this chapter expands the use of Weidman's Model of Undergraduate Socialization by applying it to components of college student socialization, social class, and race and how these elements work together to influence need for cognition.}, number={145}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Padgett, Ryan D. and Goodman, Kathleen M. and Johnson, Megan P. and Saichaie, Kem and Umbach, Paul D. and Pascarella, Ernest T.}, year={2010}, month={Dec}, pages={99–111} }
 @article{smart_ethington_umbach_rocconi_2009, title={Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland's Model Environments: The Role of Environmental Consistency}, volume={50}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-009-9125-z}, number={5}, journal={RESEARCH IN HIGHER EDUCATION}, author={Smart, John C. and Ethington, Corinna A. and Umbach, Paul D. and Rocconi, Louis M.}, year={2009}, month={Aug}, pages={483–501} }
 @article{salisbury_umbach_paulsen_pascarella_2009, title={Going Global: Understanding the Choice Process of the Intent to Study Abroad}, volume={50}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-008-9111-x}, number={2}, journal={RESEARCH IN HIGHER EDUCATION}, author={Salisbury, Mark H. and Umbach, Paul D. and Paulsen, Michael B. and Pascarella, Ernest T.}, year={2009}, month={Mar}, pages={119–143} }
 @article{seifert_umbach_2008, title={The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction}, volume={49}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-007-9084-1}, DOI={10.1007/s11162-007-9084-1}, number={4}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Seifert, Tricia A. and Umbach, Paul D.}, year={2008}, month={Jun}, pages={357–381} }
 @article{porter_umbach_2006, title={COLLEGE MAJOR CHOICE: An Analysis of Person–Environment Fit}, volume={47}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-005-9002-3}, DOI={10.1007/s11162-005-9002-3}, number={4}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Porter, Stephen R. and Umbach, Paul D.}, year={2006}, month={Feb}, pages={429–449} }
 @article{umbach_2006, title={Gender equity in the academic labor market: an analysis of academic disciplines}, volume={48}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-006-9043-2}, DOI={10.1007/s11162-006-9043-2}, number={2}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Umbach, Paul D.}, year={2006}, month={Nov}, pages={169–192} }
 @article{pascarella_cruce_umbach_wolniak_kuh_carini_hayek_gonyea_zhao_2006, title={Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link?}, volume={77}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2006.0016}, DOI={10.1080/00221546.2006.11778926}, abstractNote={Academic selectivity plays a dominant role in the public's understanding of what constitutes institutional excellence or quality in undergraduate education. In this study, we analyzed two independent data sets to estimate the net effect of three measures of college selectivity on dimensions of documented good practices in undergraduate education. With statistical controls in place for important confounding influences, an institution's median student SAT/ACT score, a nearly identical proxy for that score, and the Barron's Selectivity Score explained from less than 0.1% to 20% of the between-institution variance and from less than 0.1% to 2.7% of the total variance in good practices. The implications of these findings for what constitutes quality in undergraduate education, college choice decisions, and the validity of national college rankings are discussed.}, number={2}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Pascarella, Ernest T. and Cruce, Ty and Umbach, Paul D. and Wolniak, Gregory C. and Kuh, George D. and Carini, Robert M. and Hayek, John C. and Gonyea, Robert M. and Zhao, Chun-Mei}, year={2006}, pages={251–285} }
 @article{umbach_palmer_kuh_hannah_2006, title={Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort?}, volume={47}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-006-9012-9}, DOI={10.1007/s11162-006-9012-9}, abstractNote={Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.}, number={6}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Umbach, Paul D. and Palmer, Megan M. and Kuh, George D. and Hannah, Stephanie J.}, year={2006}, month={Mar}, pages={709–733} }
 @article{umbach_kuh_2006, title={Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness}, volume={77}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2006.0008}, DOI={10.1080/00221546.2006.11778923}, abstractNote={This study explores the relationship between organizational and individual characteristics and diversity-related experiences at liberal arts colleges. Compared with their counterparts at other types of institutions, students at liberal arts colleges report more experiences with diversity. In addition, this study also finds that diversity experiences are positively related with a variety of student outcomes.}, number={1}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Umbach, Paul D. and Kuh, George D.}, year={2006}, pages={169–192} }
 @article{porter_umbach_2006, title={Student Survey Response Rates across Institutions: Why Do they Vary?}, volume={47}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-005-8887-1}, DOI={10.1007/s11162-005-8887-1}, number={2}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Porter, Stephen R. and Umbach, Paul D.}, year={2006}, month={Mar}, pages={229–247} }
 @article{umbach_2006, title={The Contribution of Faculty of Color to Undergraduate Education}, volume={47}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-005-9391-3}, DOI={10.1007/s11162-005-9391-3}, number={3}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Umbach, Paul D.}, year={2006}, month={May}, pages={317–345} }
 @article{umbach_wawrzynski_2005, title={Faculty do Matter: The Role of College Faculty in Student Learning and Engagement}, volume={46}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/s11162-004-1598-1}, DOI={10.1007/s11162-004-1598-1}, number={2}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Umbach, Paul D. and Wawrzynski, Matthew R.}, year={2005}, month={Mar}, pages={153–184} }
 @article{umbach_2005, title={Getting back to the basics of survey research}, volume={2005}, ISSN={0271-0579 1536-075X}, url={http://dx.doi.org/10.1002/ir.157}, DOI={10.1002/ir.157}, abstractNote={AbstractBecause surveys now can be implemented with relative ease and little cost, many researchers are overlooking the basic principles of survey research. This chapter discusses sources of error that researchers should consider when conducting a survey, and gives readers basic suggestions for reducing error.}, number={127}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Umbach, Paul D.}, year={2005}, pages={91–100} }
 @article{umbach_milem_2004, title={Applying Holland's Typology to the Study of Differences in Student Views About Diversity}, volume={45}, ISSN={0361-0365}, url={http://dx.doi.org/10.1023/b:rihe.0000040266.98138.dd}, DOI={10.1023/b:rihe.0000040266.98138.dd}, number={6}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Umbach, Paul D. and Milem, Jeffrey F.}, year={2004}, month={Sep}, pages={625–649} }
 @article{kuh_umbach_2004, title={College and character: Insights from the national survey of student engagement}, volume={2004}, ISSN={0271-0579 1536-075X}, url={http://dx.doi.org/10.1002/ir.108}, DOI={10.1002/ir.108}, abstractNote={AbstractThe authors examine the college conditions that contribute to character development, using data from the National Survey of Student Engagement (NSSE).}, number={122}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Kuh, George D. and Umbach, Paul D.}, year={2004}, pages={37–54} }
 @article{umbach_2004, title={Web surveys: Best practices}, volume={2004}, ISSN={0271-0579 1536-075X}, url={http://dx.doi.org/10.1002/ir.98}, DOI={10.1002/ir.98}, abstractNote={AbstractThis chapter summarizes the most recent literature on the best practices of Web survey implementation and offers practical advice for researchers.}, number={121}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Umbach, Paul D.}, year={2004}, pages={23–38} }