Profile

Profile

Lois Trautvetter

Lois Trautvetter

Director, Higher Education Administration and Policy
Professor, School of Education and Social Policy


Annenberg Hall
Room 142
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 491-3901

Biography

Lois Calian Trautvetter is director of Northwestern University’s Higher Education Administration and Policy Program and associate professor in the School of Education and Social Policy. Her research interests include faculty and professional development issues such as productivity, enhancing research and teaching, motivation, faculty-student interaction, and new and junior faculty, as well as holistic college student development, including spiritual development. Her co-authored book is Putting Students First: How Colleges Develop Students Purposefully.

Lois Trautvetter’s current research involves engineering education through a National Science Foundation-sponsored grant titled "Prototyping the Engineer for 2020." The overarching goals involve identifying curricular, instructional, cultural and organizational factors that produce graduates with the attributes of the engineer of 2020 (e.g., design and problem solving, contextual competence and interdisciplinary skills) as well as factors supporting recruitment and retention of women and historically underrepresented minority students.

Additional research interests include gender issues in the STEM disciplines and professional development for K-12 teachers to improve math and science teaching. She participated as a researcher in two postsecondary national centers for education funded by the Department of Education (Office of Educational Research and Improvement) and has written book chapters and articles on faculty and students. She also holds patents as a chemist in the coatings and resins industry.


Curriculum Vitae

Adobe Acrobat PDF View Lois Trautvetter's CV.

Research/Scholarship

Education

Year Degree Institution
1991 PhD, Higher Education Administration University of Michigan
1986 MS, Polymer Chemistry Carnegie Mellon University
1982 BA, Chemistry College of Wooster

Selected Publications

Trautvetter, L.C., Marra, R.M., Lattuca, L.R., Piacentini, K.L. & Knight, D.B. (June, 2011). Programs and practices making a difference: A cross-case analysis identifying programs and factors that influence recruitment and retention of women engineering students. Proceedings 118th American Society for Engineering Education (ASEE).

Lattuca, L.R., Trautvetter L.C., Codd, S.L., Knight, D.B. & Cortes, C.M. (June, 2011). Working as a team: Enhancing interdisciplinarity for the engineer of 2020. Proceedings 118th American Society for Engineering Education (ASEE).

Trautvetter, L.C., Braskamp, L.A. & Ward, K.C. (2009). Reducing stress for new faculty at church-related colleges and universities in Buckholdt, D.R. & Miller, G.E. (Eds.), Faculty stress Routledge.

Trautvetter, L.C., Braskamp, L.A. & Ward, K. (2009). Reducing stress for new faculty at church-related colleges and universities. Journal of Human Behavior in the Social Environment.

Trautvetter, L.C., McKenna A. & Saddler, T.N. (2009). Prototyping the engineer of 2020: A curricular examination of two exemplary institutions preparing undergraduate engineers. Proceedings 39th ASEE/IEEE Frontiers in Education.

Braskamp, L., Trautvetter, L.C. & Ward, K. (April, 2008). Putting students first: Promoting lives of purpose and meaning. About Campus.

Trautvetter, L.C. (2008). Undergraduate perspectives about religion in higher education in Diamond, M.R. (Ed.), Encountering faith in the classroom: Turning difficult discussions into constructive engagement Stylus Publishing.

Trautvetter, L.C. (2007). Developing students searching for meaning and purpose in Kramer, G. (Ed.), Fostering student success in the campus community Jossey-Bass.

Braskamp, L., Trautvetter, L.C. & Ward, K. (2006). Putting students first: How colleges develop students purposefully. Bolton, MA: Anker Publishing.

Ward, K., Trautvetter, L.C. & Braskamp, L.A. (November, 2005). Investing in students for faith development. Journal of College and Character.

Braskamp, L.A., Trautvetter, L.C. & Ward, K. (July, 2005). How college fosters faith development of students. Spirituality in Higher Education Newsletter.

Trautvetter, L.C. (1999). Experiences of women, Experiences of men in Menges, Robert J. & Associates (eds.), Faculty in new jobs: A guide to settling in, becoming established, and building institutional support San Francisco: Jossey-Bass.

Trautvetter, L.C. (1995). New faculty members' perceptions about valued work skills and environment and their effects on teaching and research. San Francisco: Paper presented at the annual meeting of the American Educational Research Assoc..

Trautvetter, L.C. & Blackburn, R.T. (1993). Gender differences in predicting faculty publication output in different fields. Atlanta, GA: Paper presented at the annual meeting of the American Educational Research Assoc..

Trautvetter, L.C. (1991). Gender differences in predicting faculty publication output in the natural sciences. Ph.D. dissertation. Ann Arbor, MI: University of Michigan.

Blackburn, R., Bieber, J., Lawrence, J. & Trautvetter, L.C. (1991). Faculty at work: Focus on research, scholarship, and service. Research in Higher Education, 32(4): 385.

Blackburn, R., Lawrence, J., Bieber, J. & Trautvetter, L.C. (1991). Faculty at work: Focus on teaching. Research in Higher Education, 32(4): 363-383.

Selected Presentations

Trautvetter, L.C., Marra, R.M., Lattuca, L.R., Piacentini, K.L. & Knight, D.B. (June, 2011). Programs and practices making a difference: A cross-case analysis identifying programs and factors that Influence recruitment and retention of women engineering students. Presentation to The American Society for Engineering Education (ASEE). Vancouver, B.C., Canada.

Lattuca, L.R., Trautvetter L.C., Codd, S.L., Knight, D.B. & Cortes, C.M. (June, 2011). Working as a team: Enhancing interdisciplinarity for the engineer of 2020. Presentation for The American Society for Engineering Education (ASEE).  . Vancouver, B.C., Canada.

Ro, H.K., Marra, R.M., Terenzini, P.T. & Trautvetter, L.C. (June, 2011). If you build it, they will come (and stay): Recruiting and retaining women and underrepresented minority students. Symposium Panel presented at American Society for Engineering Education (ASEE). Vancouver, Canada.

Trautvetter, L.C. & Cortes, C. (April, 2011). Developing civic competence in undergraduate engineers using institutional values, curricular, and pedagogies of engagement. Presentation to The American Educational Research Association (AERA). New Orleans, LA.

Lattuca, L.R., Plumb, C., Terenzini, P.T. & Trautvetter, L.C. (2010). Solving engineering problems in context: Preliminary results from case studies of six exemplary engineering programs. Presentation for ASEE/IEEE Frontiers in Education. Washington D.C..

Trautvetter, L.C. & McKenna, A. (April, 2009). Making progress: Using organizational context to study learning and persistence of female and underrepresented students and faculty members in engineering. Presentation at American Educational Research Association (AERA).
. San Diego, CA.

Trautvetter, L.C., McKenna A. & Saddler, T.N. (2009). Prototyping the engineer of 2020: A curricular examination of two exemplary institutions preparing undergraduate engineers. Presentation for the 39th ASEE/IEEE Frontiers in Education.
. San Antonio, TX.

Lattuca, L., Terinzini, P., Trautvetter, L.C. & Marra, R. (October, 2008). Preparing the engineer of 2020: Emerging evidence from six exemplary colleges and universities. Presentation at Frontiers in Education meeting (FIE). Saratoga Springs, NY.

McKenna, A., Trautvetter, L.C. & Hutchison, M. (July, 2008). The engineer of 2020: Case studies of organization features of effective engineering education. Presentation at Research in Engineering Education Symposium (REES). Davos, Switzerland.

Trautvetter, L.C. (2008). Religion, politics and student engagement: What faculty do and what students want . Presentation at the annual meeting of American Education Research Association. New York, NY.

Trautvetter, L.C. (July, 2007). Exploring the spiritual dimension on student learning. Invited presentation at Society of Values in Higher Education 83rd Annual Meeting, Inquiry and Action: Teaching and Learning in a Religiously Pluralistic World. Baltimore, MD.

Trautvetter, L.C. (2007). The secular classroom: Undergraduate perspectives about religion and pedagogical strategies for faculty. Presentation at the annual meeting of the Association of the Study of Higher Education. Louisville, KY.

Trautvetter, L.C. & Stevens, T. (December, 2006). Spiritual identities: Examining the religious lives of Northwestern students. Northwestern University’s Division of Student Affairs Staff Development workshop. Evanston, IL.

Trautvetter, L.C. & Braskamp, L. (June, 2006). Putting students first. Invited Keynote Speakers at Northwestern University’s Division of Student Affairs (DOSA) Conference, June 21, 2006. Evanston, IL.

Trautvetter, L.C. & Braskamp, L.A. (April, 2006). Curricular and pedagogical strategies for fostering holistic student development. Paper presentation at American Educational Research Association. San Francisco, CA.

Braskamp, L.A., Trautvetter, L.C. & Ward, K. (February, 2006). Investing in students for faith development. Invited presentation at Institute for College Values, Florida State University. FL.

Trautvetter, L.C. & Braskamp, L. (February, 2006). How colleges develop students purposefully. Invited presentation at the National Association of College and University Chaplains’ Conference: Seeking religious dialogue: Conversations, collaborations, and communities. Evanston, IL.

Braskamp, L.A., Trautvetter, L.C. & Ward, K. (February, 2006). Investing in students for faith development. Invited presentation at Institute for College Values, Florida State University. FL.

Braskamp, L.A. & Trautvetter, L.C. (January, 2006). How colleges develop students purposefully. Presentation at annual meeting of American Association of Colleges and Universities. Washington, DC.

Trautvetter, L.C., Ward, K. & Braskamp, L.A. (November, 2005). Holistic student development: Campus perspectives. Paper presentation at Association for the Study of Higher Education. Philadelphia, PA.

Braskamp, L. A., Trautvetter, L C. & Ward, K. (February, 2005). Spirituality in academics: Data driven directions with faculty, staff, and students. Annual meeting of FSU Institute on College Values. Tallahassee, FL.

Braskamp, L.A., Trautvetter, L.C. & Ward, K. (January, 2005). Engaging campus conversations for holistic student development. Annual meeting of American Association of Colleges and Universities (AAC&U). San Francisco, CA.

Calkins, S., Trautvetter, L.C. & Kelley, M. (November, 2004). Mentoring and the faculty-TA relationship: Faculty perceptions and practices. Presentation at Association for the Study of Higher Education. Kansas City, MO.

Wenzel, S. & Trautvetter, L.C. (September, 2004). Evaluation report: CMSI/CUSP university-based teacher professional development courses. A report to the Chicago Public Schools, Office of Mathematics and Science CMSI Evaluation Project. University of Illinois, Chicago (September 2004; 2003). Chicago, IL.

Wenzel, S., Feranchak, B. & Trautvetter, L.C. (May, 2004). Evaluation of the CMSI university-based teacher professional development courses. University of Illinois at Chicago: Paper presented at the Symposium on Excellence in Teaching Mathematics and Science: Research and Practice. Chicago, IL.

Trautvetter, L.C. (July, 1997). How can senior faculty help junior faculty. A seminar prepared and presented to senior faculty (the Executive Council) at the School of Public Health, University of Pittsburgh at the request of the Dean. Pittsburgh, PA.

Trautvetter, L.C. (1995). New faculty members' perceptions about valued work skills and environment and their effects on teaching and research. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Trautvetter, L.C. (1995). Socialization of newly hired female faculty members: Plugging the leaking pipeline. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Trautvetter, L.C., Quinn, J. & Lenze, L.F. (1993). A portrait of newly hired faculty of color at four- and two- year institutions. Paper presented at the annual meeting of the American Educational Research Association. Atlanta, GA.

Trautvetter, L.C. & Blackburn, R.T. (1993). Gender differences in predicting faculty publication output in different fields. Paper presented at the annual meeting of the American Educational Research Association. Atlanta, GA.

Trautvetter, L.C. & Menges, R.J. (1993). The socialization of women and minority faculty. Paper presented at the annual meeting of the American Educational Research Association. Atlanta, GA.

Trautvetter, L.C. (1993). Junior faculty institute: Faculty stress in a new job. Invited institute presented at the annual meeting of the American Educational Research Association. Atlanta, GA.

Trautvetter, L.C. (1992). A portrait of newly hired faculty at different institutions in four disciplinary fields. Paper presented at the annual meeting of the   Association for the Study of Higher Education. Minneapolis, MN.

Trautvetter, L.C. (April, 1991). Gender differences in predicting faculty publication output in the natural sciences over time. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.

Blackburn, R., Bieber, J., Lawrence, J. & Trautvetter, L.C. (April, 1990). Faculty at work: Focus on research, scholarship, and service. Paper presented at the annual meeting of the American Educational Research Association. Boston, MA.

Trautvetter, L.C. & Blackburn, R. (April, 1990). Gender differences in predicting faculty publication output in the natural sciences. Paper presented at the annual meeting of the American Educational Research Association. Boston, MA.

Lawrence, J., Trautvetter, L.C., Blackburn, R., Hart, K. & Herzberg, G. (April, 1990). Women faculty in selected "female" and "male" disciplines: A view of professional behavior at three points in time -- 1969, 1975, 1988. Paper presented at the annual meeting of the American Educational Research Association. Boston, MA.

Lawrence, J., Trautvetter, L.C. & Blackburn, R. (November, 1989). Predicting faculty publication output: Evaluation of a model across institutional types. Paper presented at the annual meeting of the Association for the Study of Higher Education. Atlanta, GA.

Blackburn, R., Pitney, J., Lawrence, J. & Trautvetter, L.C. (March, 1989). Administrators' career background and their congruence with faculty beliefs and behaviors. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Lawrence, J., Frank, K., Bieber, J., Bentley, R., Blackburn, R. & Trautvetter, L.C. (March, 1989). Faculty scholarly output: Development of a theoretical model. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Lawrence, J., Bieber, J., Blackburn, R., Trautvetter, L.C., Hart, K. & Frank, K. (March, 1989). Predicting individual change in faculty research productivity. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Blackburn, R., Lawrence, J., Bieber, J. & Trautvetter, L.C. (November, 1988). Faculty at work: Focus on teaching. Paper presented at the annual meeting of the Association for the Study of Higher Education. St. Louis, MO.

Lawrence, J., Pitney, J. & Trautvetter, L.C. (November, 1988). Faculty and administrative views: The organizational climate for teaching. Paper presented at the annual meeting of the Association for the Study of Higher Education. St. Louis, MO.

Grants/Funding

Year Title Source Period Amount Status
2007 Prototyping the Engineer of 2020: A 360-degree Study of Effective Education NSF 2007 - 2009 $283,469 Funded
PI: Trautvetter, Lois   

Research Interests

Engineering education research including retention and recruitment of female and underrepresented undergraduate students and faculty, interdisciplinary skills, contextual competence skills, and design and problem solving skills.
Faculty productivity, enhancing research and teaching, faculty motivation, enhancing faculty-student interaction, and new and junior faculty issues.
Student development research that includes holistic and spiritual development of undergraduates.
Gender issues, females in STEM disciplines.

Teaching/Advising

Courses

MS_HE 406

Research and Analysis I: Question Development and Literature Review In the first course of the Master's Project sequence students identify the question that will guide their research. Most often the Master's Project Question grows out of a student's own experiences in higher education. Students then complete a literature review to connect their own research to research that has already been done on the topic.

MS_HE 407

Research and Analysis II: Research Methodology and Data Collection In the second course of the three-course Master's Project sequence students will learn skills and techniques for collecting original data. Data collection methods include surveys, interviews, observation, and artifact/archival analysis. Students will then create a data collection plan and begin to gather data.

MS_HE 408

Research and Analysis III: Analysis, Interpretation and Dissemination In the third course of the Master's Project sequence students learn to systematically analyze and interpret collected data, including skills for reducing and displaying data in figures, charts and tables. They complete the written research report and make a formal presentation of findings.

MS_HE 485

Internship Students gain professional experience in higher education administration. Students must complete at least 200 internship hours for academic credit. Many students choose a longer internship or multiple internships in different areas of higher education administration. Students produce a reflective paper and a portfolio of projects and other work completed in the internship, and they receive a formal evaluation from the internship supervisor. Those with significant work experience in higher education may seek approval to waive the internship requirement and take an additional elective course. Only matriculated students can receive internship credit.

MS_HE 499

Independent Study in Higher Education



Last Updated: 2017-07-20 17:50:08