Kerstin Hamann | University of Central Florida (original) (raw)

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Papers by Kerstin Hamann

7th International Conference on Higher Education Advances (HEAd'21), 2021

In the present research, we examined the extent to which explanations of desirable or undesirable... more In the present research, we examined the extent to which explanations of desirable or undesirable outcomes (grades) can account for the self-efficacy of female college students from two societies with dissimilar cultural traditions: The United States of America, which is characterized by a dominant individualistic culture, and the Kingdom of Saudi Arabia, which has a dominant collectivist culture. A matched-pairs design (N=560; 280 matched pairs) was used to ensure that students’ self-efficacy levels were equated between cultural groups. We found cultural differences in the choice of explanations and in the extent to which explanations contribute to self-efficacy values. These findings are relevant to the development of curricula and instructional methods that are intended to prepare students from different cultures for academic success.

Education Sciences

Existing research has identified gender as a driving variable of student success in higher educat... more Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences ...

European Political Science

Teaching in Higher Education

ABSTRACT Four-year institutions of higher education in the United States are experiencing two maj... more ABSTRACT Four-year institutions of higher education in the United States are experiencing two major trends: 1. a growing number of transfer students and 2. students taking an increasing proportion of their courses online. Here, we look closely at the extent to which these two trends impact student success. Using the University of Central Florida as our case study, we examine the success of political science majors, taking into account demographics, achievement, transfer status, and the mix of course modalities students take (n = 1,173). Through descriptive statistics, regression analysis, and predicted probabilities, we demonstrate that students are less likely to be successful, as measured by fall-to-fall retention, as they take a greater proportion of their course load online. This decline is particularly dramatic for transfer students. As universities seek to address these two major trends, our data indicate that they need to be particularly sensitive to the combined effects of transfer status and online course modality.

Journal of Political Science Education

Technology has invaded college classrooms across America and elsewhere, including 2-year institut... more Technology has invaded college classrooms across America and elsewhere, including 2-year institutions, 4-year colleges, and research-intensive universities. The use of instructional technology in and of itself is nothing new—after all, overhead projectors, video equipment, and so on were put to use in higher education decades ago. Yet, in recent years, the use of Internet technology for online instruction, whether as a supplement to or replacement of face-to-face instruction, has presented perhaps the biggest change in how professors teach. Given the widespread use of online teaching, it is paramount that professors understand how students learn in the virtual environment so that they can use the available technology in ways that facilitate and enhance learning. In this context, Michelle Miller’s book Minds Online: Teaching Effectively with Technology makes a valuable contribution to this discussion. Miller starts with the assumption that many professors have limited or no understanding of the cognitive processes behind student learning, and particularly in the online environment. This means that it is difficult for them to use technology in a way that is effective in facilitating student learning. Miller’s book fills that gap in an easily accessible way. She introduces cognitive processes that are important for student learning—such as remembering, understanding, applying, analyzing, evaluating, and creating (p. 38)—and then discusses ways in which online pedagogy can support these processes to enhance learning. Based on a close reading of the literature, Miller concludes that “it is possible for online learning environments to elicit intellectual engagement across the spectrum of cognitive processes” (p. 39). The first three chapters set the stage by deliberating whether online learning is likely to maintain a presence in higher education (Chapter 1); by asking whether online learning “works” (Chapter 2); and by introducing psychological aspects of computer usage (Chapter 3). The remainder of the book addresses ways in which professors can utilize online technology to facilitate student learning. Throughout the book, Miller does an outstanding job explaining cognitive processes and presenting findings based on existing research. She combines these insights with practical strategies that educators can use to enhance student learning with online activities. For example, how can professors use online pedagogies to keep students’ attention (Chapter 4)? After discussing cognitive science behind attention, Miller presents several strategies that educators can employ in the virtual classroom. These include active learning approaches, such as asking students to respond to questions. To illustrate, questions (such as a multiple-choice question) could be embedded in large blocks of texts so that students have the opportunity to interact with the material they just read. none defined

Publius the Journal of Federalism, 1999

Abstract With the establishment of the 17 autonomous communities in Spain in the early 1980s, rep... more Abstract With the establishment of the 17 autonomous communities in Spain in the early 1980s, representation has been compounded. This articles assesses the empirical implications of compounded representation in Spain by analyzing regional, national, and European electoral data over time. Comparisons are also drawn across Spanish regions. In addition, the article discusses the effects of compounded representation on party systems and government formation in the regions. Voting patterns vary depending on the level of ...

This paper evaluates job advertisements posted with APSA to assess what kind of teaching credenti... more This paper evaluates job advertisements posted with APSA to assess what kind of teaching credentials are required for open positions in 2008 and 2012. We analyze the teaching credentials required for different types of positions, as well as different types of departments, to investigate whether required teaching qualifications differ across types of departments and for different ranks. Our aim is to develop suggestions that can be used by job applicants to showcase their strengths in teaching. Our findings suggest that the institutional characteristics of departments affect how job applicants are asked to document their preparation to take on the responsibilities associated with full-time academic employment. While research qualifications are required in large majority of all job listings, the extent to which teaching qualifications are required varies by type of department. Highly-ranked departments housed in national universities put less emphasis on candidates’ demonstration of teaching qualifications, while liberal arts colleges are more intent to have job candidates furnish evidence of their teaching skills, as do higher-ranked regional universities.

Http Dx Doi Org 10 1080 19331681 2013 848178, Feb 24, 2014

Abstract: Studies on active learning in college classrooms evince that student-student interactio... more Abstract: Studies on active learning in college classrooms evince that student-student interaction in discussion settings is beneficial to learning as it promotes cognitive engagement, student satisfaction, and positive learning outcomes including higher-order learning and critical thinking skills. While these findings apply primarily to the face-to-face classroom, recent research indicates that these positive outcomes can also be effectively recreated in the online environment. We know less about the effects of conditioning factors ...

Http Dx Doi Org 10 1080 13608749708539509, Nov 19, 2007

Abstract Pacts, it is widely argued, are conducive to the introduction of liberal democratic rule... more Abstract Pacts, it is widely argued, are conducive to the introduction of liberal democratic rule. However, it is not clear under which conditions pacts are likely to emerge. Moreover, concentrating on the introduction of democracy leaves out an analysis of the consequences of pacted transitions once democracy has been established. Using the case of Spain, the author argues that elite pacts reduced the uncertainty commonly found in transitions and thus allowed for a relatively smooth democratic transition and consolidation. One of the ...

South European Society and Politics, Mar 1, 2003

Abstract This essay argues that, while not a causal determinant for a successful transition to de... more Abstract This essay argues that, while not a causal determinant for a successful transition to democracy in Spain, the promise of EU membership helped Spain's democratization and consolidation process, partially overcoming its notorious dearth of voluntary associations. In addition, the EU also exerted significant influence on prominent segments of civil society, most notably organized labour, which helped shape the context for state-society relations.

Academic Exchange Quarterly, Dec 22, 2006

AEQ print edition enjoys wide recognition in the world of academia...

S Eur Soc Polit, 2009

Lauren McLaren has undertaken an ambitious task by setting out to explain the differences in the ... more Lauren McLaren has undertaken an ambitious task by setting out to explain the differences in the democratisation processes of Italy, Spain and Turkey. Constructing Democracy in Southern Europe adds to the existing literature on 'Third-Wave'transitions to democracy by contrasting the successful democratisation experiences of Spain and Italy, resulting in democratic consolidation, with the less successful experience of Turkey, which is not consolidated. Drawing on the large existing democratisation literature, the author ...

La Spagna Di Rajoy 2013 Isbn 9788815241627 Pags 125 142, 2013

One of the most notable developments in Western Europe since the early 1980s has been the emergen... more One of the most notable developments in Western Europe since the early 1980s has been the emergence of social pacts, negotiated agreements between governments, unions, and sometimes employers. The predominant explanation for the re-emergence of pacts has drawn on institutional political economy, arguing that many governments sought to meet the Maastricht criteria for monetary union by negotiating wage moderation with the social partners.

Journal of Information Technology & Politics, 2014

Abstract: Studies on active learning in college classrooms evince that student-student interactio... more Abstract: Studies on active learning in college classrooms evince that student-student interaction in discussion settings is beneficial to learning as it promotes cognitive engagement, student satisfaction, and positive learning outcomes including higher-order learning and critical thinking skills. While these findings apply primarily to the face-to-face classroom, recent research indicates that these positive outcomes can also be effectively recreated in the online environment. We know less about the effects of conditioning factors ...

College Teaching, 2012

A large literature establishes the benefits of discussions for stimulating student engagement and... more A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political science class. We compare how students evaluated discussions in the whole-class environment, in small face-to-face discussion groups, and in online discussion groups. Overall, according to ...

PS: Political Science & Politics, 2006

Journal of Political Science Education, 2005

ABSTRACT Advocates of computer-mediated instruction have pointed to the potential of online teach... more ABSTRACT Advocates of computer-mediated instruction have pointed to the potential of online teaching for facilitating students' active learning behavior. Small-group online discussion can have a role in meaningful student interaction. Yet, what is less known are the conditions under which students actually engage in interaction in online discussion groups rather than posting monologues. We refer to the literature that posits that gender is a variable affecting students' online discussion behavior. Existing literature suggests that the ...

7th International Conference on Higher Education Advances (HEAd'21), 2021

In the present research, we examined the extent to which explanations of desirable or undesirable... more In the present research, we examined the extent to which explanations of desirable or undesirable outcomes (grades) can account for the self-efficacy of female college students from two societies with dissimilar cultural traditions: The United States of America, which is characterized by a dominant individualistic culture, and the Kingdom of Saudi Arabia, which has a dominant collectivist culture. A matched-pairs design (N=560; 280 matched pairs) was used to ensure that students’ self-efficacy levels were equated between cultural groups. We found cultural differences in the choice of explanations and in the extent to which explanations contribute to self-efficacy values. These findings are relevant to the development of curricula and instructional methods that are intended to prepare students from different cultures for academic success.

Education Sciences

Existing research has identified gender as a driving variable of student success in higher educat... more Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences ...

European Political Science

Teaching in Higher Education

ABSTRACT Four-year institutions of higher education in the United States are experiencing two maj... more ABSTRACT Four-year institutions of higher education in the United States are experiencing two major trends: 1. a growing number of transfer students and 2. students taking an increasing proportion of their courses online. Here, we look closely at the extent to which these two trends impact student success. Using the University of Central Florida as our case study, we examine the success of political science majors, taking into account demographics, achievement, transfer status, and the mix of course modalities students take (n = 1,173). Through descriptive statistics, regression analysis, and predicted probabilities, we demonstrate that students are less likely to be successful, as measured by fall-to-fall retention, as they take a greater proportion of their course load online. This decline is particularly dramatic for transfer students. As universities seek to address these two major trends, our data indicate that they need to be particularly sensitive to the combined effects of transfer status and online course modality.

Journal of Political Science Education

Technology has invaded college classrooms across America and elsewhere, including 2-year institut... more Technology has invaded college classrooms across America and elsewhere, including 2-year institutions, 4-year colleges, and research-intensive universities. The use of instructional technology in and of itself is nothing new—after all, overhead projectors, video equipment, and so on were put to use in higher education decades ago. Yet, in recent years, the use of Internet technology for online instruction, whether as a supplement to or replacement of face-to-face instruction, has presented perhaps the biggest change in how professors teach. Given the widespread use of online teaching, it is paramount that professors understand how students learn in the virtual environment so that they can use the available technology in ways that facilitate and enhance learning. In this context, Michelle Miller’s book Minds Online: Teaching Effectively with Technology makes a valuable contribution to this discussion. Miller starts with the assumption that many professors have limited or no understanding of the cognitive processes behind student learning, and particularly in the online environment. This means that it is difficult for them to use technology in a way that is effective in facilitating student learning. Miller’s book fills that gap in an easily accessible way. She introduces cognitive processes that are important for student learning—such as remembering, understanding, applying, analyzing, evaluating, and creating (p. 38)—and then discusses ways in which online pedagogy can support these processes to enhance learning. Based on a close reading of the literature, Miller concludes that “it is possible for online learning environments to elicit intellectual engagement across the spectrum of cognitive processes” (p. 39). The first three chapters set the stage by deliberating whether online learning is likely to maintain a presence in higher education (Chapter 1); by asking whether online learning “works” (Chapter 2); and by introducing psychological aspects of computer usage (Chapter 3). The remainder of the book addresses ways in which professors can utilize online technology to facilitate student learning. Throughout the book, Miller does an outstanding job explaining cognitive processes and presenting findings based on existing research. She combines these insights with practical strategies that educators can use to enhance student learning with online activities. For example, how can professors use online pedagogies to keep students’ attention (Chapter 4)? After discussing cognitive science behind attention, Miller presents several strategies that educators can employ in the virtual classroom. These include active learning approaches, such as asking students to respond to questions. To illustrate, questions (such as a multiple-choice question) could be embedded in large blocks of texts so that students have the opportunity to interact with the material they just read. none defined

Publius the Journal of Federalism, 1999

Abstract With the establishment of the 17 autonomous communities in Spain in the early 1980s, rep... more Abstract With the establishment of the 17 autonomous communities in Spain in the early 1980s, representation has been compounded. This articles assesses the empirical implications of compounded representation in Spain by analyzing regional, national, and European electoral data over time. Comparisons are also drawn across Spanish regions. In addition, the article discusses the effects of compounded representation on party systems and government formation in the regions. Voting patterns vary depending on the level of ...

This paper evaluates job advertisements posted with APSA to assess what kind of teaching credenti... more This paper evaluates job advertisements posted with APSA to assess what kind of teaching credentials are required for open positions in 2008 and 2012. We analyze the teaching credentials required for different types of positions, as well as different types of departments, to investigate whether required teaching qualifications differ across types of departments and for different ranks. Our aim is to develop suggestions that can be used by job applicants to showcase their strengths in teaching. Our findings suggest that the institutional characteristics of departments affect how job applicants are asked to document their preparation to take on the responsibilities associated with full-time academic employment. While research qualifications are required in large majority of all job listings, the extent to which teaching qualifications are required varies by type of department. Highly-ranked departments housed in national universities put less emphasis on candidates’ demonstration of teaching qualifications, while liberal arts colleges are more intent to have job candidates furnish evidence of their teaching skills, as do higher-ranked regional universities.

Http Dx Doi Org 10 1080 19331681 2013 848178, Feb 24, 2014

Abstract: Studies on active learning in college classrooms evince that student-student interactio... more Abstract: Studies on active learning in college classrooms evince that student-student interaction in discussion settings is beneficial to learning as it promotes cognitive engagement, student satisfaction, and positive learning outcomes including higher-order learning and critical thinking skills. While these findings apply primarily to the face-to-face classroom, recent research indicates that these positive outcomes can also be effectively recreated in the online environment. We know less about the effects of conditioning factors ...

Http Dx Doi Org 10 1080 13608749708539509, Nov 19, 2007

Abstract Pacts, it is widely argued, are conducive to the introduction of liberal democratic rule... more Abstract Pacts, it is widely argued, are conducive to the introduction of liberal democratic rule. However, it is not clear under which conditions pacts are likely to emerge. Moreover, concentrating on the introduction of democracy leaves out an analysis of the consequences of pacted transitions once democracy has been established. Using the case of Spain, the author argues that elite pacts reduced the uncertainty commonly found in transitions and thus allowed for a relatively smooth democratic transition and consolidation. One of the ...

South European Society and Politics, Mar 1, 2003

Abstract This essay argues that, while not a causal determinant for a successful transition to de... more Abstract This essay argues that, while not a causal determinant for a successful transition to democracy in Spain, the promise of EU membership helped Spain's democratization and consolidation process, partially overcoming its notorious dearth of voluntary associations. In addition, the EU also exerted significant influence on prominent segments of civil society, most notably organized labour, which helped shape the context for state-society relations.

Academic Exchange Quarterly, Dec 22, 2006

AEQ print edition enjoys wide recognition in the world of academia...

S Eur Soc Polit, 2009

Lauren McLaren has undertaken an ambitious task by setting out to explain the differences in the ... more Lauren McLaren has undertaken an ambitious task by setting out to explain the differences in the democratisation processes of Italy, Spain and Turkey. Constructing Democracy in Southern Europe adds to the existing literature on 'Third-Wave'transitions to democracy by contrasting the successful democratisation experiences of Spain and Italy, resulting in democratic consolidation, with the less successful experience of Turkey, which is not consolidated. Drawing on the large existing democratisation literature, the author ...

La Spagna Di Rajoy 2013 Isbn 9788815241627 Pags 125 142, 2013

One of the most notable developments in Western Europe since the early 1980s has been the emergen... more One of the most notable developments in Western Europe since the early 1980s has been the emergence of social pacts, negotiated agreements between governments, unions, and sometimes employers. The predominant explanation for the re-emergence of pacts has drawn on institutional political economy, arguing that many governments sought to meet the Maastricht criteria for monetary union by negotiating wage moderation with the social partners.

Journal of Information Technology & Politics, 2014

Abstract: Studies on active learning in college classrooms evince that student-student interactio... more Abstract: Studies on active learning in college classrooms evince that student-student interaction in discussion settings is beneficial to learning as it promotes cognitive engagement, student satisfaction, and positive learning outcomes including higher-order learning and critical thinking skills. While these findings apply primarily to the face-to-face classroom, recent research indicates that these positive outcomes can also be effectively recreated in the online environment. We know less about the effects of conditioning factors ...

College Teaching, 2012

A large literature establishes the benefits of discussions for stimulating student engagement and... more A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political science class. We compare how students evaluated discussions in the whole-class environment, in small face-to-face discussion groups, and in online discussion groups. Overall, according to ...

PS: Political Science & Politics, 2006

Journal of Political Science Education, 2005

ABSTRACT Advocates of computer-mediated instruction have pointed to the potential of online teach... more ABSTRACT Advocates of computer-mediated instruction have pointed to the potential of online teaching for facilitating students' active learning behavior. Small-group online discussion can have a role in meaningful student interaction. Yet, what is less known are the conditions under which students actually engage in interaction in online discussion groups rather than posting monologues. We refer to the literature that posits that gender is a variable affecting students' online discussion behavior. Existing literature suggests that the ...

La démocratie espagnole: Institutions et vie politique, Hubert Peres and Christophe Roux (eds.), 2016

This article analyzes the strategies parties employ during the inter-electoral phase of party com... more This article analyzes the strategies parties employ during the inter-electoral phase of party competition. It focuses on Spain’s multi-national democracy and how regional-nationalist parties frame their policy proposals in the statewide parliament (Congress of Deputies) for the period 1979–2011. Using the Catalan Convergence and Union (CiU) and the Basque Nationalist Party (PNV), it examines how frequently the parties rhetorically connect their bill proposals to the center-periphery dimension of party competition, and their justifications of these proposals in parliamentary debate. Challenging the niche party thesis, our findings indicate that the parties frame a small share of bills in center-periphery terms. They most frequently justify their center-periphery bills with reference to legal-constitutional compliance and administrative efficiency and less frequently with reference to culture, citizen rights, and economic performance. This can in part be explained by the fact that these parties are mainstream parties within their regions and operate in a clearly demarcated two-dimensional space in a multilevel state.

"""Spain stands out as a success among countries that have transited from authoritarian rule sinc... more """Spain stands out as a success among countries that have transited from authoritarian rule since the mid-1970s. It has achieved democratic consolidation, institutional stability, economic growth, and international significance. Despite these successes, Spain is largely absent from cross-national studies of advanced democracies; nor has existing scholarship sufficiently analyzed post-transition Spain to determine what it can teach us about comparative politics. On the other hand, the macro successes of Spain's democracy present an overly simplified depiction and prevent a more nuanced characterization of the trade-offs, strengths, and weaknesses of Spanish democracy, which are equally important for comparative politics research.

This book partially fills these gaps by analyzing Spanish political parties and institutions in comparative theoretical perspective. Two primary themes unite the book and are addressed by the chapter authors: first, institutionalization and the distribution of institutionalization in the polity, and second, the relationship between institutional design and representation.""
Chapters by Bonnie N. Field, Kerstin Hamann, Ingrid van Biezen, Alfred P. Montero, Lynn M. Maurer, Kerstin Hamann and Carol Mershon, Candice D. Ortbals, Raj S. Chari and Paul M. Heywood."

Agenda Pública, el Periódico, Feb 14, 2017

WHO Governs in Europe blog, Oct 4, 2016