Answering the Call for Title V Data: A Success Skills Intervention to Increase Retention at a Hispanic-Serving Institution

2021 ◽  
pp. 152102512110159
Author(s):  
Penelope Espinoza ◽  
Gaspare M. Genna
Keyword(s):  
Retention Rates ◽  
Control Group ◽  
Title V ◽  
Peer Mentors ◽  
Hispanic Serving Institution ◽  
Probationary Students ◽  
Workshop Intervention ◽  
Hispanic Serving ◽  
Student Classification ◽  
University Course

Research has yielded much evidence that investing in postsecondary interventions increases retention and success for Hispanic/Latinx undergraduates. This study examines one such intervention, funded by Title V and implemented at a large public Hispanic-Serving Institution, developed to improve semester-to-semester retention. Faculty and peer mentors facilitated a set of workshops for probationary students and students in a core university course that connected self-regulatory skills for college success to those for career success. Students participating in the workshop intervention were compared to a control group of students who did not participate. Findings showed that in comparison to the control group, students in the intervention had higher retention rates, regardless of probationary status or student classification, along with higher rates among students with lower GPAs. Implications of the study are discussed in relation to “servingness” at HSIs.

Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

2017 ◽  
Vol 17 (4) ◽  
pp. 375-392 ◽  
Author(s):  
Roxanne V. Moschetti ◽  
Scott W. Plunkett ◽  
Rafi Efrat ◽  
Dani Yomtov
Keyword(s):  
College Students ◽  
Social Capital ◽  
Peer Mentoring ◽  
Qualitative Data ◽  
First Generation ◽  
Academic Support ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

A Sophomore-to-Junior Mentoring Program That Works: The Sam Program at the University of Texas Pan American

2011 ◽  
Vol 13 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Maria Elena Reyes
Keyword(s):  
South Texas ◽  
Retention Rates ◽  
Mentoring Program ◽  
University Administrators ◽  
University Of Texas ◽  
Hispanic Serving Institution ◽  
Academic Mentoring ◽  
Hispanic Serving ◽  
The University ◽  
Junior Students

In an effort to increase the retention rates of college sophomores in a Hispanic Serving Institution in south Texas, university administrators created and implemented a successful peer mentoring model, the Sophomore Academic Mentoring (SAM) Program. Results suggest that the program has contributed to an increase in retention for second year, sophomore-to-junior students at the university.

A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students

2020 ◽  
pp. 153819272095130
Author(s):  
Sarah A. Roberts ◽  
Krista L. Lucas
Keyword(s):  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Title V ◽  
Underrepresented Minority ◽  
Hispanic Serving Institution ◽  
First Generation College ◽  
Student Center ◽  
Hispanic Serving ◽  
Four Year Institutions

This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V centers for Latinx students at four-year institutions.

Prevalence of Mental Health Problems and Help-Seeking Behavior in a Hispanic-Serving Institution

2013 ◽  
Author(s):  
Hsiu-Lan Cheng ◽  
Richard Martinez ◽  
Jessica L. Jackson ◽  
Casey N. Durham ◽  
Jill K. Peters ◽  
...  
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Mental Health Problems ◽  
Health Problems ◽  
Help Seeking Behavior ◽  
Hispanic Serving Institution ◽  
Seeking Behavior ◽  
Hispanic Serving

Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory

2021 ◽  
Author(s):  
Sara Altowaiji ◽  
Rakahn Haddadin ◽  
Priscilla Campos ◽  
Shannon Sorn ◽  
Lizbeth Gonzalez ◽  
...  
Keyword(s):  
General Chemistry ◽  
Cognitive Domain ◽  
Chemistry Laboratory ◽  
General Chemistry Laboratory ◽  
Hispanic Serving Institution ◽  
Video Lectures ◽  
Potential Benefits ◽  
Hispanic Serving ◽  
Laboratory Experiences ◽  
Stressful Environments

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.

Assessing the Benefits of College Internships at a Hispanic Serving Institution

2021 ◽  
pp. 153819272110416
Author(s):  
Amy Adamczyk ◽  
Katheryn Crawford ◽  
Yuna Kim
Keyword(s):  
Hispanic Serving Institutions ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

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