Professional Development Academies in Education

Professional Development Programs in Information Studies

UCLA’s School of Education & Information Studies is home to two departments. Each is a leader in their field, helping to pioneer what's next in the Education and Information worlds.

UCLA Ed&IS faculty are at the forefront of their fields, addressing issues of equality, access and social justice in the fields of education and information. Their scholarship has an international reputation for excellence and commitment to addressing the most critical issues facing our society.

An ecosystem of K-12 teaching schools where UCLA partners to develop, study, share, and advance innovative best practices.

The work at UCLA Ed&IS is guided by the principles of individual responsibility and social justice, an ethic of caring, and commitment to the communities we serve. Learn more about our mission and values, our commitment to diversity, equity and inclusion in our faculty and students, our history and more.

Justice, Equity, Diversity, and Inclusion

Justice, Equity, Diversity, and Inclusion are defining features of UCLA Ed&IS and we embrace them as a source of strength.

Department of Education 2023 Information Sessions

Department of Information Studies Programs

Department of Information Studies 2023 Information Sessions

Learn more about the undergraduate and graduate academic programs we offer, when program information sessions are being offered and how to apply.

Higher Education Research Institute (HERI)

Department of Education

Advanced Quantitative Methods

Institutional Contexts

STEM

Student Retention

Kevin Eagan

Education Undergraduate Program

Educational Leadership Program

Higher Education & Organizational Change

Interim Director, Cooperative Institutional Research Program

Director, Higher Education Research Institute

Ph.D., University of California Los Angeles, 2010

M.S., North Carolina State University, 2006

Young Academic Fellow, Institute for Higher Education Policy and Lumina Foundation

Eagan, M. K., Jaeger, A. J., & Grantham, A. (in press). Supporting the academic majority: Policies and practices related to part-time faculty’s job satisfaction. The Journal of Higher Education.

Eagan, M. K., Hurtado, S., Chang, M.J., Garcia, G.A., Herrera, F.A., & Garibay, J.C. (2013).Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683-713.

Gasiewski, J.A., Eagan, M.K., Garcia, G.A., Hurtado, S., & Chang, M.J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses? Research in Higher Education, 53(2), 229-261.

Eagan, M.K., Sharkness, J., Hurtado, S., Mosqueda, C.M., & Chang, M.J. (2011). Engaging undergraduates in science research: Not just about faculty willingness. Research in Higher  Education, 52(2), 151-177.

Chang, M. J., Eagan, M. K., Lin, M. L, & Hurtado, S. (2011). Considering the impact of racial stigmas and science identity: Persistence among biomedical and behavioral science aspirants. Journal of Higher Education, 82(5), 564-596