LeTourneau University

Adjunct Faculty Member

Taught fall/spring semester Business courses in Introduction to Team Learning, Management & Leadership, and International Business Environment courses.

Have experience in teaching in an accelerated bachelor's program in which students are working adults returning to complete a Business degree. Courses lasted five to six weeks and were offered once a week. Able to manage teaching and facilitating class discussion for four hour class periods.

Instructed Freshman Seminar courses among traditional university students. Helped assess freshmen students through teaching, advising, retention assessments, and personal relationship building. Was Academic Advisor to 15-20 first year students per year.

LeTourneau University

Director of The Achievement Resource Center

Provided leadership, staffing, and oversight of the Achievement Resource Center at LeTourneau University funded by a Title III federal grant.

Collaborated with Academic Affairs in working with at-risk students in offering additional support through academic skills advising, academic success plans, and undeclared advising.

Coordinated with the Athletic department in helping student athletes retention and coordinated sophomore retention programming through funding of the Department of Education - Title III grant.

Partnered with Academic Deans, Faculty, Academic Affairs, and Student Services in organizing all tutoring services offered on campus, which include the Supplemental Instruction program, personal tutoring, and tutoring labs.

Trained, supervised, and assessed all tutors and Academic Skills Coaches who were hired to support tutoring services and academic skills consultations.

Texas A&M University-Kingsville

Title V Grant - CCRAA Activity Coordinator

Responsible for providing oversight and supervision to all Activity I professional staff which includes Academic Advisor, Transfer Articulation Analyst, and Supplemental Instruction Coordinator.

Managed a federal budget of over $800,000 awarded through the College Cost Reduction Access Act (CCRAA) grant over two years for Activity I objectives.

Responsible for coordinating research exposure and immersion activities and student success services.

Serve as a liaison to the University College Academic Advising Center in support of new and transfer student orientation.

Texas A&M University-Kingsville

Business Instructor/ Coordinator of Academic Success

• Taught undergraduate Business Statistics courses introducing applied statistical concepts to business environments. The course was designed to provide business students a conceptual introduction to the field of statistics and its many applications.
• Taught an online Managerial Business Statistics, a graduate course. This was an 8-week course designed to provide an understanding of the role of quantitative data analysis in business decision making.
• Fully trained in developing online courses in multiple LMS systems, Blackboard and Desire2Learn. The online course development process included direction from Instructional Technologists using Quality Matters standards for online course approval.
• Produced an 8-week face-to-face statistics course as a pilot program to assist in increasing student retention and graduation rates across the university.
• Taught at a Hispanic-serving institution with more than a 60% Latino student population and a high proportion of first-generation, low-income students.
• Awarded the Texas A&M University System Student Recognition Award for Teaching Excellence based on the summer 2011 and fall 2011 semester student course evaluations.

Our Lady of the Lake University

Assistant Dean of Student Success

• Provided leadership for the Student Success Center under Academic Affairs; areas of direct responsibilities included academic advisement and counseling, retention office, Writing Center, Tutoring Center, TRiO Grant programs, McNair Scholars Program, Career Services, Testing Center, and the Center of Service Learning and Volunteerism. Supervised six department directors with a total of approximately 20 professional staff in support services.
• Coordinated and facilitated the work of faculty and staff in meeting the University’s goals of enhancing student success, retention, and academic achievement.
• Increased university first-year student retention in the fall of 2013 to 63% from 56% the prior year, which was a 12.5% retention increase.
• Primary responsibility included identification and development of student success indicators for purposes of monitoring, evaluating and reporting on student academic progress, persistence, attrition/retention and graduation rates.
• Provided leadership to the First-Year Experience (FYE) and other student success initiatives aimed at improving academic advisement and retention as well as provided direct support and curriculum design of the First Year seminar course for all first year students.

UT Health San Antonio

Assistant Dean for Academic Enhancement & Co-I for DOE Title V Grant - School of Nursing

• Provide leadership, vision, and outreach for the following services: new student orientation, family engagement program, learning communities, peer mentoring, supplemental instruction, tutoring, academic enhancement workshops, academic coaching, career advising/ programming, and commencement.
• Designed and implemented a centralized student success center to provide students with the assistance they need based on their individual academic requirements from basic skills development to academic support for all undergraduate and graduate courses to enhanced learning opportunities for scholars.
• Serve as the Title V grant Co-PI and Activity I Director leading the academic grant objectives primarily to support our Hispanic, first-generation, and economically disadvantaged students in the School of Nursing.
• Supervise professional staff including 4 full-time professionals; select, hire, and supervise approximately 40 student employees including supplemental instruction leaders, personal tutors, peer mentors, and graduate students.
• Manage and produce financial reports for a $45,000 annual student success center budget and approximately a $500,000 annual Title V grant budget.

Big Brothers Big Sisters of America

Serve as a Workplace Mentor for a local high school student. Support a student until graduation from high school

Wayside Chapel E F C

Teach Bible stories to Pre-School (3-4 yrs old) children at my church - Wayside Chapel.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Modeling an effective program for Latina/o college student success.

Association of Mexican American Educators Journal

Abstract This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Modeling an effective program for Latina/o college student success.

Association of Mexican American Educators Journal

Abstract This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

Cooperative learning in distance learning: A mixed methods study

International Journal of Instruction

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Modeling an effective program for Latina/o college student success.

Association of Mexican American Educators Journal

Abstract This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

Cooperative learning in distance learning: A mixed methods study

International Journal of Instruction

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.

Faculty perception of online instruction and student learning

i-manager’s Journal of Educational Technology

Online learning is continually growing across the globe and a current concern in academia is whether students are learning at higher levels in this medium. The purpose of this study was to investigate faculty perceptions of student learning in online courses versus the traditional, face-to-face environment at a Hispanic-Serving institution. A survey instrument was created and distributed to faculty at one South Texas Hispanic serving institution to address the topic of faculty insight toward online learning. Results of the study found that there is a direct relationship between faculty tenure status, faculty who taught online courses, and faculty who taught online courses for five or more years with regards to perceptions of student online learning.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Modeling an effective program for Latina/o college student success.

Association of Mexican American Educators Journal

Abstract This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

Cooperative learning in distance learning: A mixed methods study

International Journal of Instruction

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.

Faculty perception of online instruction and student learning

i-manager’s Journal of Educational Technology

Online learning is continually growing across the globe and a current concern in academia is whether students are learning at higher levels in this medium. The purpose of this study was to investigate faculty perceptions of student learning in online courses versus the traditional, face-to-face environment at a Hispanic-Serving institution. A survey instrument was created and distributed to faculty at one South Texas Hispanic serving institution to address the topic of faculty insight toward online learning. Results of the study found that there is a direct relationship between faculty tenure status, faculty who taught online courses, and faculty who taught online courses for five or more years with regards to perceptions of student online learning.

Summer undergraduate nursing research experience: Implementing a mentored based research program for minority nursing undergraduates

Journal of Nursing Education and Practice

Abstract The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution

World Journal of Education

Abstract This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.

The role of supplemental Instruction in success and retention in math courses at a Hispanic-serving institution

Business Education Innovation Journal

ABSTRACT Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. One of the biggest challenges is not only increasing retention at Hispanic-serving institutions (HSIs), but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this study was to evaluate and discover the impact SI had on retention and academic success for Hispanic students in mathematics courses at a south Texas HSI. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation.

Social media and retention: The administrative perspective at Hispanic-serving institutions of higher education

Journal of Studies in Education

Although the Hispanic population is the fastest growing ethnic group in the nation, they are still underrepresented in colleges and universities. Educational institutions must learn to adjust to technological innovations in order to facilitate an interactive learning environment and retain more students. Being innovative, cost-effective, and efficient while implementing retention programs at Hispanic Serving Institutions (HSIs) is highly important due to the complex nature of serving a population of first-generation, at-risk college students. Using social media at HSIs could be a cost-effective and efficient manner to communicate with and engage Hispanic students. The purpose of this qualitative study was to analyze administrative leaders’ perceptions of social media and the effect it had on student retention at four south Texas Hispanic-serving institutions. The study findings offer perspectives in the areas of culture, community, communication, collaboration, and challenges that come with new technologies to increase student retention at HSIs.

Modeling an effective program for Latina/o college student success.

Association of Mexican American Educators Journal

Abstract This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

Cooperative learning in distance learning: A mixed methods study

International Journal of Instruction

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom.

Faculty perception of online instruction and student learning

i-manager’s Journal of Educational Technology

Online learning is continually growing across the globe and a current concern in academia is whether students are learning at higher levels in this medium. The purpose of this study was to investigate faculty perceptions of student learning in online courses versus the traditional, face-to-face environment at a Hispanic-Serving institution. A survey instrument was created and distributed to faculty at one South Texas Hispanic serving institution to address the topic of faculty insight toward online learning. Results of the study found that there is a direct relationship between faculty tenure status, faculty who taught online courses, and faculty who taught online courses for five or more years with regards to perceptions of student online learning.