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Steinhardt Institute for Higher Education Policy

Matthew Mayhew

Research in Assessment and Evaluation provides scholars and practitioners with timely and critical empirical evidence about the influence of collegiate conditions, educational practices, and student experiences on student learning and development. Current projects explore a range of campus contexts and student outcomes from the development of moral reasoning among students in professional programs to engagement in high-risk behaviors among undergraduates at large research universities. This research area is led by Dr. Matt Mayhew, assistant professor of higher education in the Department of Administration, Leadership and Technology.

Ongoing Research

Outcomes Assessment for First-year Programs, Curricula, Co-Curricula and Experiences

This project examines how collegiate conditions, educational practices, and experiences influenced a variety of first-year outcomes, ranging from moral reasoning to high-risk drinking behaviors. Funding for this work has come from a host of agencies, including but not limited to, the U.S. Department of Education and the Wabash Center for Inquiry into the Liberal Arts.

Outcomes Assessment for Professional Schools' (Business, Engineering, Medicine) Educational Practices

This project assesses the impact of professional schools' curricular and co-curricular practices on learning outcomes. The research for this work involves stakeholders in engineering, business, and medicine to articulate and measure learning outcomes, develop strategies to ensure students have achieved these outcomes, and design research plans to assess the effectiveness of these strategies. This work is generously funded by the Ewing Marion Kauffman Foundation, the Stern School of Business at New York University, and the U.S. Department of Education Funding for the Improvement of Higher and Postsecondary Education. 

Assessing and Evaluating Campus Climates for Diversity and Democratic Outcomes

Campus climate studies investigate perceptions of and experiences with diversity, including religious pluralism and spirituality on college campuses. Distinctive to these studies is the deliberate use of respected scales, combined with innovative measurements, specifically tailored to capture attitudes and  behaviors related to each major campus constituency: faculty, staff, undergraduates and graduate students. Funding for these projects include the Wabash Center for Inquiry into the Liberal Arts as well as institutions interested in assessing their climates for diversity. 

 

Publications

Outcomes Assessment for First-year Programs, Curricula, Co-Curricula and Experiences

Mayhew, M.J., Vanderlinden, K., & Kim, E. (in press). A multi-level assessment of the impact of orientation programs on student leaning. Research in Higher Education.

Mayhew, M.J., Caldwell, R.C., & Hourigan, A. (2008). The influence of curricular-based interventions within first-year "success" courses on student alcohol expectancies and engagement in high-risk drinking behaviors. The NASPA Journal, 45(1), 49-72.

Grunwald, H.E. & Mayhew, M.J. (2008). Using propensity scores in identifying a comparison group in a quasi-experimental design: Moral reasoning development as an outcome. Research in Higher Education, 49(8), 758-775.

Mayhew, M.J., Wolniak, G.C., & Pascarella, E. T. (2008).How educational practices affect the development of life-long learning outcomes in traditionally-aged undergraduate students. Research in Higher Education, 49(4), 317-356.

Mayhew, M.J. & King, P.M. (2008). How curricular content and pedagogical strategies affect moral reasoning development in college students. Journal of Moral Education, 37(1), 17-40.

Engberg, M.E. & Mayhew, M.J. (2007).The influence of first-year "success" courses on student learning and democratic outcomes. Journal of College and Student Development, 48(3), 241-258.

Mayhew, M.J. & Deluca Fernandez, S. D. (2007).Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31(1), 55-80.

Outcomes Assessment for Professional Schools' (Business, Engineering, Medicine) Educational Practices

Mayhew, M.J., Hubbard, S.H., Finelli, C.J., Harding, T.S., & Carpenter, D.D. (2009). Using structural equation modeling to validate the theory of planned behavior for predicting student cheating. Review of Higher Education, 32(4), 441-468.

Harding, T., Mayhew, M.J., Finelli, & Carpenter, D. (2007).The theory of planned behavior as a model of academic dishonesty in humanities and engineering undergraduates. Ethics and Behavior, 17(3), 255-279.

Passow, H.J., Mayhew, M.J., Finelli, C., Harding, T., & Carpenter, D. (2006). Factors influencing engineering students' decisions to cheat by type of assessment. Research in Higher Education, 47(6), 643-684.

Assessing and Evaluating Campus Climates for Diversity and Democratic Outcomes

Mayhew, M.J. & Engberg, M.E. (in press). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. Journal of Higher Education.

Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2006). Breaking the silence: Achieving a positive campus climate for diversity from the staff perspective. Research in Higher Education, 47(1), 63-88.

Mayhew, M.J. & Grunwald, H.E. (2006). Factors that contribute to faculty's incorporation of diversity-related content into their course materials. Journal of Higher Education, 77(1), 148-168.

Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2005). Curriculum Matters: Creating a positive climate for diversity from the student perspective. Research in Higher Education, 46(4), 389-412.

Mayhew, M.J. (2004). Exploring the essence of spirituality: A phenomenological study of eight students with eight different worldviews. The NASPA Journal, 41(4), 647-674.

News

  • Steinhardt Institute Fellow, Matthew Mayhew, has secured a grant from the US Department of Education, to evaluate the efficacy of university alcohol intervention programs.  The study will compare the impact of various interventions on different student populations and examine the relative effectiveness of peer educators and professional facilitators.
  • The Review of Higher Education published in its Summer 2009 edition, Using Structural Equation Modeling to Validate the Theory of Planned Behavior for Predicting Student Cheating.  The authors (Matt Mayhew, Steven Hubbard, Cynthia Finelli, Trevor Harding, and Donald Carpenter) use structural equation modeling to identify the campus environments and individual attitudes, behaviors, and background factors that predict cheating habits among undergraduate students.  The article is an important contribution to the ongoing efforts of educators and institutions to develop campus environments that promote academic integrity, discourage plagiarism and cheating, and support healthy ethical development among undergraduates.
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