Anne MacLachlan

Job title: 
Senior Researcher Emerita
Role: 
Bio/CV: 

Anne J. MacLachlan is a retired senior researcher at CSHE devoted to increasing access, persistence, and success in postsecondary education for underrepresented groups (URM) including domestic minorities, women, and those from uneducated/poor families with an emphasis on those in Science, Technology, Engineering and Mathematics (STEM). Her research areas cover the spectrum of postsecondary populations including community college and transfer students, undergraduates in general, graduate students, postdoctoral fellows, and faculty. Among these, doctoral student success, academic and professional preparation and employment has been a particular focus of several projects past and present, including the historical development of doctoral education in the United States and in Germany.

Dr. MacLachlan is also the program evaluator for the NSF Research Experience for Undergraduates Program in Molecular and Cellular Biology in the UCB  Department of Molecular and Cell Biology since 2006. From 2009-2011 she was the evaluator of a grant at San Francisco City College of a STEM program for URM Asian Pacific Islanders. She periodically works as a site visitor and panelist for the NSF ADVANCE Program to increase the number of women faculty in STEM, and has been a panel reviewer for NIH, NSF Graduate Education, Hispanic Policy Institute, Sloan Foundation and FIPSE.

Trained as a German historian, she has been actively following developments in German higher education and has given talks at INCHER, University of Kassel, at the Universities of Munich, Berlin, Darmstadt, Hamburg and others. She also has been an invited speaker at several international conferences on women in science in Korea, Belgium, Canada, and Germany. She has been a fellow at the Max Planck Institute for History, and held fellowships from the German Academic Exchange Service (DAAD), and the Institut für Europäische Geschichte, and other grants from the American Association for the Advancement of Science (AAAS) , American Institute of Physics, Korean Ministry of Science and many others. At CSHE she coordinates the largely international visiting scholars’ program.

Prior to joining CSHE, Dr. MacLachlan worked at the UC Berkeley Graduate Division, served as Assistant Dean of the UC Santa Barbara Graduate Division, and coordinated academic placement at the UC Berkeley Career Planning and Placement Center. There she advised graduate students in most academic fields on getting an academic job, developed a comprehensive set of professional development workshops, completed the first all university placement study of UCB Ph.D.s, and a study on satisfaction of Ph.D.s of color with their programs. She has also taught European history at UC Berkeley, UC Santa Barbara, and the University of Maryland's overseas campus. She lived in Germany for three years and in Holland for five. Her Ph.D. is in German Economic History and she speaks German and Dutch fluently.

While at CSHE she has conducted research at San Francisco City College on STEM transfer, the Earl Warren Institute on Race, Ethnicity, and Diversity in Boalt Law School, in the Biology Dean’s Office, and elsewhere on the Berkeley campus. She is a member of the UCB Coalition for Diversity and Excellence in STEM and takes an active interest in campus diversity. She consults for AAAS Center for Advancing Science and Engineering Capacity along with other earlier AAAS STEM diversity projects, and other national projects including serving on the advisory board for an ADVANCE research project.

 

Recent Publications

“Alligators and Implicit Bias: Building Your Career Without Getting Bitten.” Expanding Potential: A workshop on navigating the hurdles faced by women in STEM fields. Organized by SYNBERC, UC Berkeley, November 15, 2014. Powerpoint, video: http://vimeo.com/groups/expandingpotential/videos/112930356

“Hochschulforschung und Geschichtswissenschaft, Eine schwierige Geschichte.” Chair of a discussion on historians’ views on contemporary German history and the relationship of history to empirical higher education research. International Center for Higher Education Research (INCHER), University of Kassel, October 14, 2014

“Unequal Access to Doctoral Training in Germany and the United States: Comparing Defining Parameters.”  Paper, European Association for Institutional Research Conference, Higher Education Diversity and Excellence for Society, University of Essen-Duisburg, August 30, 2014. Also presented at the Bamberg Graduate School of Social Sciences, University of Bamberg, October 16, 2014

“Issues in Socialization of US Underrepresented Graduate Students.” Lunch talk invited by Christian Ganseuer, Director, Zentrum für Hochschul- und Qualitätsentwicklung, University of Duisburg-Essen, August 26, 2014

“German Graduate Education Reforms and their Implication for US Doctoral Education.” Center for Studies in Higher Education (CSHE), January 30, 2014. Powerpoint, audio, synopsis in University World News, March 2014

“Lost in Translation: The Flow of Graduate Education Models Between Germany and the United States.”  Isolde von Bülow (Hrsg.) Nachwuchsförderung in der Wissenschaft: Best-Practice-Modelle zum Promotionsgeschehen—Strategien, Konzepte, Strukturen. Heidelberg, Springer Verlag. January 2014

“Minority Undergraduate Programs Intended to Increase Participation in Biomedical Careers.” Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine. Volume 79, Issue 6, pages 769–781, November/December 2012  

“Institutional and Cultural Parameters Affecting Women’s Participation in the Fields of Chemistry, Mathematics, Statistics, and Computer Science Around the World.” National Academies of Science, Committee on Status and Participation of Women in STEM Disciplines and Careers. Catherine Didion, Lisa Frehill and Willie Pearson, Jr. Rapporteurs, Blueprint for the Future: Framing issues of Women in Science in a Global Context. Summary of a Workshop. Washington, D.C.: The National Academies Press, 2012

“Economic Growth in the United States and the Rise of the Modern Research University.” Chinese Cross Cultural Exchange, UC Berkeley, June 27, 2012. Invited by organizer, Mark Chang

Lost in Translation: The Flow of Graduate Education Models Between Germany and the United States. pp. 79-90.  In: Isolde von Bülow, ed. Nachwuchsförderung in der Wissenschaft. Best-Practice-Modelle zum Promotionsgeschehen—Strategien, Konzepte, Strukturen.  [Supporting the Next Generation of Scholars. Best Practice Models of Doctoral Education—Strategies, Concepts, Structures] Heidelberg, SpringerMedizin, 2014

Minority Undergraduate Programs Intended to Increase Participation in Biomedical Careers. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized MedicineVolume 79, Issue 6, pages 769–781, November/December 2012 

Women and Students of Color as Non-traditional Students: The Difficulties of Inclusion in the United States. Tamsin Hinton-Smith,ed. Issues in Higher Education: Widening Participation and Non-traditional Students. Basingstoke: Palgrave MacMillan, 2012

Institutional and Cultural Parameters Affecting Women’s Participation in the Fields of Chemistry, Mathematics, Statistics, and Computer Science Around the World. National Academies of Science, Committee on Status and Participation of Women in STEM Disciplines and Careers. Catherine Didion, Lisa Frehill and Willie Pearson, Jr. Rapporteurs, Blueprint for the Future: Framing issues of Women in Science in a Global Context. Summary of a Workshop. Washington, D.C.: The National Academies Press, 2012

More publications

 

Presentations

Conference and Workshop: Transatlantic Cooperation in Graduate Education  German Center for Research and Innovation and the German Academic Exchange Service (DAAD), New York, October 26, 2012. Discussant.(invited)

Lost in Translation: The Flow of Graduate Education Models Between Germany and the United States.”   Conference of the Graduate Center, Ludwig Maximillian Universität, Munich May 22-23, 2012. Plenary speaker, Powerpoint.(invited)

Economic Growth in the United States and the Rise of the Modern Research University.”Chinese Cross Cultural Exchange, UC Berkeley, June 27, 2012. Presentation, Powerpoint.  (invited)

More presentations

CONTACT

Office:
Center for Studies in Higher Education
University of California, Berkeley
771 Evans Hall #4650
Berkeley, CA 94720-4650


Current Research Projects

Projects on Student Outcomes and Success:

Outcomes Studies Background: Since the 1970s the US has invested billions of dollars at every level of education and created hundreds of programs through agencies such as NSF, NIH, DOE, etc. to bring women and people of color into the scientific workforce. These efforts have been only partially successful. Possible reasons why are that programs have not been evaluated systematically nor follow up studies conducted on outcomes. This requires data on post-program effects. It also requires examining the complex of factors which make students successful in science. No single program is likely to be decisive. Factors prior to and after a particular program may be especially significant such as having supportive parents, good mentoring, ambition to succeed and an ability to tolerate failure, as well as obstacles related to gender and ethnicity. These observations are also true for doctoral education.

 

Current Project: Understanding the Network of Interventions Shaping Successful Scientists Through to the Doctorate in Biology Before and After the REU (2018)

This is a longitudinal outcomes study of the trajectory of 125 participants over 12 years of a NSF Research Experience for Undergraduates Program in Biology 2006-2017 at UC Berkeley. The study population is the diverse undergraduate student participants who come from colleges and universities across the United States and work 40 hours a week in a biology laboratory for 10 weeks. Dr. Maclachlan has been the evaluator, co-organizer and provider of professional development for the 12 years of the grant. The current paper is being written for the “Understanding Interventions Conference” in Baltimore March 2-4, 2018

REU Site award NSF No. 1359472, Tyrone Hayes, PI, Department of Integrative Biology, UCB. First award 2006, renewal through 2018.

 

Abstract here: Understanding the Network of Interventions Shaping Successful Scientists Through to the Doctorate in Biology Before and After the REU (Research Experience for Undergraduates.

Completed Outcome Projects

Berkeley Placement Project, Report I, Placement of All Berkeley Ph.D.s Between 1980 and 1989. (1992)
This is a universal tracking of all 6,377 Berkeley Ph.D.s granted between 1980 and 1989) for which 4,853 (76%) first positions were identified. The study is likely the first comprehensive tracking of ALL Ph.D. recipients from any US University. As a path-breaking work it altered the attitude of many UCB departments and schools toward keeping track of their own doctorates. In the period between December 1980 to June 1989 UC Berkeley granted 6,377 Ph.D.s. and UC Berkeley was the largest doctoral granting university in the US at the time. Women were 29% of all recipients, whites 65%, Asians 5.6%, Blacks 2%, Chicanos 0.8%, Latinos 1.1%, Native Americans 0.3%, foreign students 21.5%. After four years of data collection 4,853 or 76% of the total were found with information on at least the first position. It could not have been achieved without the moral and financial support of both the then Dean of the Graduate Division, Joseph Cerny, as well as that of the then Vice President of Academic Affairs, Eugene Cota-Robles along with many others.

Funding: Berkeley Graduate Division, UCOP Academic Affairs, UCB Career Planning and Placement Center.

Highlights of findings here: Graduate Education: The Experience of women and Minority Ph.D.s at U.C. Berkeley, 1980-1989.  Abstract (1992) PDF

Graduate Education: The Experience of Women and Minority Ph.D.s at U.C. Berkeley, 1980-1989. (1999)

This study arose from the previous study because doctoral recipients when found and asked about their employment raised many other issues. It is based on 338 interviews using a structured questionnaire asking former students to rank their experience with dissertation advisors and their departments. Women and minorities were oversampled out of the total UCB doctorate receiving population of 6,377 in this period and almost all members of smaller ethnic groups were interviewed. While the responses were broadly positive about advisors, 82% ranked their overall experience with the 2 highest scores, they were less positive about departments. Around half of interviewees made unsolicited comments about racism, sexism, classism, and other negative aspects of their experience, even if they provided generally positive rankings. After this study was concluded questions remained about what made those who finished so successful in earning their degree when they had expressed many areas of dissatisfaction? This led to the following study to learn the basis of their success.

Funding: Berkeley Graduate Division, UCOP Academic Affairs, UCB Career Planning and Placement Center.

Abstract here: Graduate Education: The Experience of Women and Minority Ph.D.s at U.C. Berkeley, 1980-1989. Abstract (1999) PDF

Full Paper here: Graduate Education: The Experience of Women and Minority Ph.D.s at U.C. Berkeley, 1980-1989. (1999) PDF


A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life (2006).

The study is framed by two questions:

1. What contributed to the successful completion of a Science, Technology, Engineering, and Mathematics (STEM) Ph.D. by minority graduate students at the University of California between 1980 and 1990?

2. Did their subsequent careers after the Ph.D. correspond to their training and aspirations?

 

Answering these entailed learning about participants’ entire lives from birth to the present, and studying individuals of all ethnic groups to look for similarities and differences in background, experiences, educational path, and careers. 158 Ph.D.s were interviewed: 33 African Americans, 35 Asian Americans, 24 Chicanos, 13 Hispanics, 5 Native Americans, 52 European Americans. The latter were matched to minority students from the same lab, with the same advisor, and similar degree year. Interviews averaged between two and three hours and used a standard questionnaire.

Funding: Spencer Foundation Major Grant Program, Grant No. 200000265 P.I. Anne MacLachlan [Initially with Arnie Leiman, Professor and CSHE Director]. May 1, 2000–May, 2004. UC President’s Industry-University Cooperative Research Initiative Grant, June 1, 1998–May 30, 1999.

Final Report here: Final Report to the Spencer Foundation Grant No. 200000265. A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life. PDF
For related papers see “Publications.”


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