The following five principles articulate teaching strategies and behaviors combines awareness of course design with strategies for supporting learners.
The Rubric is intended to establish standards relating to course design, interaction and collaboration, assessment, learner support, and accessibility Course Design Checklist
An Article by Dr. Vela and Dr. Gutierrez that explores the changing demographics of the U.S., the impact of educational attainment on Hispanics, and the Hispanic Serving Institution designation.
In this article, Elizabeth T. Murakami and Anne-Marie Núñez conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, where they asked, “What peer mentoring strategies can Latina faculty employ to navigate academia?”
In this article, Gina A. Garcia and Brighid Dwyer z conducted a study was to understand students’ organizational identification with an identity for serving Latinx students who attend an HSI or an emerging HSI.
In this article, Marcela Cuellar performed multiple regression analyses on data from the Cooperative Institutional Research Program that illuminate how background characteristics and student experiences at four-year HSIs, emerging HSIs, and non-HSIs influence Latinx academic self-concept.
Laura Rodríguez Amaya, Tania Betancourt, Kristina Henry Collins, Orlando Hinojosa, and Carlos Corona explore the impact of student characteristics such as gender, classification, ethnicity, and first-generation status on UREs of STEM students through four specific constructs that current literature deems particularly important.
Heather Daniels, Sara E. Grineski, Timothy W. Collins, Danielle X. Morales, Osvaldo Morera, and Lourdes Echegoyen examine factors hypothetically relevant to underrepresented minority student gains from UREs at a Hispanic-serving institution, such as mentoring quality, family income, being Latinx, and caring for dependents.