scholarly journals Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Michele I. Shuster ◽  
Jennifer Curtiss ◽  
Timothy F. Wright ◽  
Camilla Champion ◽  
Maryam Sharifi ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Research Experience ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

scholarly journals Development and Assessment of an Undergraduate Research Program at a Two-Year, Rural, Hispanic-Serving Institution: The Essential Role of Partnerships

2021 ◽  
Vol 4 (3) ◽  
pp. 22-29
Author(s):  
Matthew R. Loeser ◽  
◽  
Makaylah Newkirk ◽  
Kara I. Gabriel ◽  
Audrey D. Huerta ◽  
...  
Keyword(s):  
Essential Role ◽  
Undergraduate Research ◽  
State Agencies ◽  
Research Experience ◽  
Multiple Stakeholders ◽  
Faculty Mentor ◽  
Hispanic Serving Institution ◽  
Undergraduate Research Program ◽  
Hispanic Serving

This article reviews the importance of multiple stakeholders in program development, including the essential role of university and community partnerships.Yakima Valley College—a two-year, Hispanic-serving institution—partnered with four-year universities, agricultural centers, businesses, and federal and state agencies to develop a streamlined undergraduate research experience in which students work closely with a faculty mentor in a STEM field on summer projects of 120 hours each.

Biomedical Freshman Research Initiative: A Course-based Undergraduate Research Experience at a Hispanic-Serving Institution

2020 ◽  
pp. 1-14
Author(s):  
Natasha J. Vora ◽  
Kristina Vatcheva ◽  
Manuel G. Saldivar ◽  
Saraswathy Nair ◽  
Michael W. Lehker ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Research Experience ◽  
Hispanic Serving Institution ◽  
Research Initiative ◽  
Hispanic Serving

scholarly journals Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course

2020 ◽  
pp. 0013189X2096809
Author(s):  
Marsha Ing ◽  
James M. Burnette ◽  
Tarek Azzam ◽  
Susan R. Wessler
Keyword(s):  
Low Income ◽  
Undergraduate Research ◽  
Public Institutions ◽  
Research Experience ◽  
Stem Fields ◽  
Academic Characteristics ◽  
Course Grades ◽  
Undergraduate Science ◽  
Hispanic Serving ◽  
The Impact

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.

scholarly journals An Investigation Into Mentoring Practices of Faculty Who Mentor Undergraduate Researchers at a Hispanic Serving Institution

2016 ◽  
Vol 16 (4) ◽  
pp. 338-358 ◽  
Author(s):  
Christopher M. Estepp ◽  
Joseph G. Velasco ◽  
Avery L. Culbertson ◽  
Nathan W. Conner
Keyword(s):  
Undergraduate Research ◽  
Hispanic Serving Institution ◽  
Mentoring Practices ◽  
Recommendations For Practice ◽  
Hispanic Serving

Research has shown the benefits of undergraduate research; however, few studies have examined mentors of undergraduate researchers. The purpose of this study was to investigate the practices of mentors who have successfully mentored Hispanic undergraduate researchers. Findings from this study suggested that mentors should focus on interacting with students, listen to and understand students’ interests, be organized, require students to be responsible, and monitor students’ work. Recommendations for practice and research have been provided.

scholarly journals Undergraduate Research Participation Is Associated With Improved Student Outcomes at a Hispanic-Serving Institution

2017 ◽  
Vol 58 (4) ◽  
pp. 583-600 ◽  
Author(s):  
Timothy W. Collins ◽  
Sara E. Grineski ◽  
Jessica Shenberger ◽  
Xiaodan Morales ◽  
Osvaldo F. Morera ◽  
...  
Keyword(s):  
Student Outcomes ◽  
Undergraduate Research ◽  
Research Participation ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

Effects of Research-Related Activities on Graduation at a Hispanic Serving Institution

2021 ◽  
pp. 152102512110650
Author(s):  
Winny Dong ◽  
Rebecca M. Eddy ◽  
David M. Mendelsohn ◽  
Courtney Koletar ◽  
Monique Matelski ◽  
...  
Keyword(s):  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Undergraduate Research ◽  
Research Participation ◽  
Underrepresented Minority ◽  
Hispanic Serving Institution ◽  
Study Results ◽  
Hispanic Serving ◽  
The Impact

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status.

scholarly journals Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

2016 ◽  
Vol 15 (3) ◽  
pp. ar30 ◽  
Author(s):  
Heather Daniels ◽  
Sara E. Grineski ◽  
Timothy W. Collins ◽  
Danielle X. Morales ◽  
Osvaldo Morera ◽  
...  
Keyword(s):  
Family Income ◽  
Linear Models ◽  
Undergraduate Research ◽  
El Paso ◽  
Minority Student ◽  
Underrepresented Minority ◽  
Research Experiences ◽  
Hispanic Serving Institution ◽  
Undergraduate Research Experiences ◽  
Hispanic Serving

Undergraduate research experiences (UREs) confer many benefits to students, including improved self-confidence, better communication skills, and an increased likelihood of pursuing science careers. Additionally, UREs may be particularly important for racial/ethnic minority students who are underrepresented in the science workforce. We examined factors hypothetically relevant to underrepresented minority student gains from UREs at a Hispanic-serving institution, such as mentoring quality, family income, being Latino/a, and caring for dependents. Data came from a 2013 survey of University of Texas at El Paso students engaged in 10 URE programs (n = 227). Using generalized linear models (GzLMs) and adjusting for known covariates, we found that students who reported receiving higher-quality mentorship, spending more hours caring for dependents, and receiving more programmatic resources experienced significantly greater gains from their URE in all three areas we examined (i.e., thinking and working like a scientist, personal gains, and gains in skills). In two of three areas, duration of the URE was positive and significant. Being Latino/a was positive and significant only in the model predicting personal gains. Across the three models, quality of mentorship was the most important correlate of gains. This suggests that providing training to faculty mentors involved in UREs may improve student outcomes and increase program efficacy.

scholarly journals A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course

2021 ◽  
Vol 11 ◽  
Author(s):  
Karla S. Fuller ◽  
Camila Torres Rivera
Keyword(s):  
Culturally Responsive ◽  
Human Microbiome ◽  
Learning Material ◽  
Research Experience ◽  
Learning Gains ◽  
Student Centered ◽  
Hispanic Serving Institution ◽  
Home Remedies ◽  
Gastrointestinal Distress ◽  
Hispanic Serving

We seek to increase student engagement and success to subsequently lead to increased retention and degree attainment for students at our Hispanic-serving institution. We hypothesized that using a culturally responsive approach in an undergraduate microbiology lab would increase engagement and learning gains. Using a culturally responsive approach allowed students to start their learning from their own place of understanding—centering students’ lived experiences. Students interviewed family members to learn about “home remedies,” and then devised experiments to test whether those home remedies affected growth of bacteria commonly implicated in gastrointestinal distress (Staphylococcus aureus, Bacillus cereus, and Escherichia coli) or sore throat (Neisseria gonorrhoeae, Streptococcus pyogenes, and Mycoplasma pneumoniae). As a final assessment, students generated project posters which they presented at a class symposium. Implementation of a culturally responsive research experience focused on the gut microbiome resulted in increased learning gains as evidenced by movement up Bloom’s Revised Taxonomy Scale. Student feedback indicated increased engagement, increased confidence in communicating science and a deeper understanding and appreciation for microbiology. Taken together, the results indicate that students appreciate a more culturally responsive and student-centered approach to learning in microbiology and encourages expansion of this approach to other modules in the course. This paper includes responsive data to support this claim, as well as a sample course calendar and supplementary learning material to support the human microbiome approach to microbiology.

An Undergraduate Research Approach That Increased Student Success at a Hispanic-Serving Institution (HSI): The SURE Program at Texas State University

2020 ◽  
Vol 4 (1) ◽  
pp. 52-62
Author(s):  
Daniel A. Brown ◽  
◽  
Nina B. Wright ◽  
Sylvia T. Gonzales ◽  
Nicholas E. Weimer ◽  
...  
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Holistic Approach ◽  
Control Group ◽  
Research Approach ◽  
Summer Program ◽  
State University ◽  
Research Experience ◽  
Professional Programs ◽  
Hispanic Serving

The STEM Undergraduate Summer Research Experience (SURE) Program provides a holistic approach to undergraduate summer student research to increase student success at the Hispanic-serving Texas State University. Re the 2017–2019 cohorts (composed of 62 undergraduates), 97 percent persisted after the summer program. After the SURE Program, overall and STEM GPAs were higher in the 2017–2019 cohorts as compared to the control group. Thirty-nine percent are attending graduate or professional programs.

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