Redesigning the HSI Curricular Experience: Moving from Hispanic Enrolling to Hispanic Serving

Author(s):  
Leslie D. Cramblet Alvarez ◽  
Renee P. Beeton ◽  
Charles Nicholas Saenz ◽  
(Beez) Lea Ann Schell
Keyword(s):  
2013 ◽  
Author(s):  
Hsiu-Lan Cheng ◽  
Richard Martinez ◽  
Jessica L. Jackson ◽  
Casey N. Durham ◽  
Jill K. Peters ◽  
...  

Author(s):  
Deanna L. Pollard ◽  
Arthur Cantos

Insecure attachment has been found to be a risk factor for perpetrating physical intimate partner violence (IPV). However, this association is likely exacerbated by additional factors, such as conflicting insecure attachment in one’s partner and difficulties with overall emotion regulation and impulse control. The present study aimed to examine the associations between insecure attachment and physical IPV perpetration in male and female partners, as well as to examine whether these associations are exacerbated by involvement with a partner with opposing attachment needs and overall emotion dysregulation and impulsivity. Additionally, this study examined whether partners’ emotion dysregulation interacted to predict IPV. Two hundred eight heterosexual couples primarily recruited from a Hispanic-serving university completed questionnaires on attachment, emotion dysregulation, and one’s own and one’s partner’s perpetration. Results revealed that attachment anxiety, impulsivity, and an interaction effect between attachment avoidance and partner’s attachment anxiety were associated with self-reported, but not partner-reported, male perpetration. For females, attachment anxiety was associated with female IPV (self-reported and partner-reported), and impulsivity was associated with self-reported female IPV. Overall, results underscore how relationships between known risk factors and IPV perpetration may differ depending on if IPV perpetration is measured using self-reported or partner-reported data. Additional results and implications are discussed.


2020 ◽  
pp. 0013189X2096809
Author(s):  
Marsha Ing ◽  
James M. Burnette ◽  
Tarek Azzam ◽  
Susan R. Wessler

Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is limited evidence about the impact of participation, particularly for students historically underrepresented in science. This study provides evidence of the influence of student participation in a CURE on undergraduate science course grades using an experimental design and multiple years of data from students at a Hispanic-serving institution. Course grades were compared for five different science courses across five cohorts of students participating in a CURE ( n = 935) and a similar group of students who did not participate in the CURE ( n = 1,144). CURE students had significantly higher overall grades in a lecture course directly related to the CURE even after statistically adjusting for demographic and academic characteristics. Implications for CUREs as a model for improving science knowledge and achievement for students typically underrepresented in STEM fields are discussed.


2021 ◽  
Vol 4 (1) ◽  
pp. 1842582
Author(s):  
Anne-Marie Núñez ◽  
Jessica Rivera ◽  
Jennifer Valdez ◽  
Victoria Barbosa Olivo

Author(s):  
Sara Altowaiji ◽  
Rakahn Haddadin ◽  
Priscilla Campos ◽  
Shannon Sorn ◽  
Lizbeth Gonzalez ◽  
...  

Chemistry laboratory experiences provide students the opportunity to engage all three domains of learning: psychomotor, cognitive and affective. However, they are often stressful environments where students are expected to quickly learn new laboratory techniques, and collect data in a short amount of time. In principle, providing additional preparation activities should help students be better prepared to successfully complete the lab. These activities should lead to more meaningful interactions with the lab instructor and better performance on lab outcomes. In this study, we report the usefulness and effectiveness of online preparation activities for students that include video lectures demonstrating the labs that the students will participate in, and preparation questions that mimic data analysis for the lab. These online prelab activities were implemented in the second semester general chemistry laboratory at a large Hispanic serving institution in the southwestern United States. Over three semesters, students enrolled in this course were surveyed using the Meaningful Learning in the Laboratory Instrument (MLLI) to assess their lab expectations as well as author generated post-lab surveys to assess the usefulness of the prelab activities. Additionally, lab instructors were surveyed on their perception of the efficacy of the additional preparation activities. Findings suggest that both students and instructors agree that having access to these materials as a part of a portfolio of resources, including the lab manual, help them better prepare for the lab. Although students’ expectations on the cognitive domain decreased after a semester of instruction, questions related to comfort with lab equipment show improvements in the affective domain for students with access to the additional preparation activities. Lastly we found that both students and instructors see a lot of value and benefits in having these types of prelab activities available as a way to help prepare students for the upcoming laboratory sessions. In general, the potential benefits that prelab activities had on students outweigh the modest effort to create these materials.


2021 ◽  
pp. 153819272110416
Author(s):  
Amy Adamczyk ◽  
Katheryn Crawford ◽  
Yuna Kim

Few studies have investigated the usefulness of internships at Hispanic Serving Institutions (HSI) where internships can have major financial and time-related costs. Focusing on a 4-year public HSI, this study examines differences between internship and non-internship students and changes across the semester for development in a range of areas. A structured internship appears to have some value, including increased interaction with faculty outside of the classroom, and confidence in verbally expressing ideas and class presentations.


Sign in / Sign up

Export Citation Format

Share Document