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.

scholarly journals The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography

2018 ◽  
Vol 11 (3) ◽  
pp. 50 ◽  
Author(s):  
Martiza De La Trinidad ◽  
Francisco Guajardo ◽  
Peter L. Kranz ◽  
Miguel Guajardo
Keyword(s):  
Meaning Making ◽  
Rio Grande Valley ◽  
Rio Grande ◽  
South Texas ◽  
University Of Texas ◽  
Relational Processes ◽  
The Social ◽  
Normative Practices ◽  
Hispanic Serving ◽  
The University

This article contributes to the study of Hispanic-Serving Institutions (HSIs) through a narrative grounded on two points of innovation. It offers frameworks to decenter the conversation on HSIs from normative practices in higher education to focus on pedagogical, cultural, and political relational processes that find greater congruence between nominal HSIs and the Latina/o students, families, and the communities that populate those universities. It looks at points of innovation that emerged in two different parts of the country at different places, spaces, and time. One was initiated at the University of North Florida (UNF) in the early-to-mid-1970s, and the second is taking place at the University of Texas Rio Grande Valley in South Texas (UTRGV). The UNF experience placed race relations front and center of its innovation, and offers an appropriate historical lens through which to understand the social and institutional change taking place in South Texas. The UTRGV work provides an example of how an HSI can align its curricular and core identity to reflect the population and region it serves. This study employs a methodology and theoretical framework that aligns the inquiry, pedagogy, and meaning-making process in a generative and relational discourse.

Prediabetes And Diabetes In College-aged Students At A Hispanic-serving Institution In South Texas

2017 ◽  
Vol 49 (5S) ◽  
pp. 1018
Author(s):  
Lawrence Earl T. Pabalinas ◽  
Juan Gonzalez ◽  
Jacqueline Luevano ◽  
Joseph Rayner ◽  
Aldo Valdez ◽  
...  
Keyword(s):  
South Texas ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
College Aged Students

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.

scholarly journals Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

2021 ◽  
Author(s):  
Lauren Wilson
Keyword(s):  
Social Structure ◽  
Peer Mentoring ◽  
Student Athletes ◽  
Structuration Theory ◽  
University Student ◽  
Mentoring Program ◽  
Student Athlete ◽  
Academic Mentoring ◽  
University Experience ◽  
The University

For many Canadian students, varsity athletics is an important part of their University experience. Prior to attending University many high level athletes are greatly influenced by their parents and/or extended family, and once at University that role is often replaced by their teammates and peers. Some students are fortunate to find a positive mentor-like figure in a veteran player. However, too often this is not the case, and bad academic habits are developed early before the student-athlete has a chance at academic success. Transitioning into post-secondary education is challenging enough for students who are not on a varsity team, and student-athletes are expected to balance twice as much responsibility. A university’s reputation is affected if student-athletes are continually forced to withdraw from their studies, providing an even further disadvantage for athlete recruitment. It is the university who is allowing student-athletes to take on additional responsibility to represent the university and even accepting student-athlete who are not as academically prepared. Therefore, it should be the university’s responsibility to provide proper assistance and support, because student-athletes should not be sacrificing their academic experience to play their sport. All students, including student-athletes, should be graduating with the same education and skills. Anthony Giddens’ Structuration Theory looks at the recursive nature and “duality” of structure (Orlikowski & Yates, 2007). When applying the principles of structuration theory in a grounded theory analysis of five National Collegiate Athletic Association (NCAA) academic mentoring handbooks, it becomes clear that when student-athletes enter university they are entering a completely different social structure and university experience than non-athletes. What becomes clear is that any assistance and support needs to be tailored to student-athletes at that specific institution, and different from non-athletes. Furthermore, implementing an athlete academic peer mentoring program could help to change negative views of academics that have developed in the student-athlete social structure. Considering that Kerr and Miller (2002) found Canadian university student-athlete to be experiencing similar challenges to those in the NCAA, then they should also have provided to them academic assistance specific to their needs.

scholarly journals Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

2021 ◽  
Author(s):  
Lauren Wilson
Keyword(s):  
Social Structure ◽  
Peer Mentoring ◽  
Student Athletes ◽  
Structuration Theory ◽  
University Student ◽  
Mentoring Program ◽  
Student Athlete ◽  
Academic Mentoring ◽  
University Experience ◽  
The University

For many Canadian students, varsity athletics is an important part of their University experience. Prior to attending University many high level athletes are greatly influenced by their parents and/or extended family, and once at University that role is often replaced by their teammates and peers. Some students are fortunate to find a positive mentor-like figure in a veteran player. However, too often this is not the case, and bad academic habits are developed early before the student-athlete has a chance at academic success. Transitioning into post-secondary education is challenging enough for students who are not on a varsity team, and student-athletes are expected to balance twice as much responsibility. A university’s reputation is affected if student-athletes are continually forced to withdraw from their studies, providing an even further disadvantage for athlete recruitment. It is the university who is allowing student-athletes to take on additional responsibility to represent the university and even accepting student-athlete who are not as academically prepared. Therefore, it should be the university’s responsibility to provide proper assistance and support, because student-athletes should not be sacrificing their academic experience to play their sport. All students, including student-athletes, should be graduating with the same education and skills. Anthony Giddens’ Structuration Theory looks at the recursive nature and “duality” of structure (Orlikowski & Yates, 2007). When applying the principles of structuration theory in a grounded theory analysis of five National Collegiate Athletic Association (NCAA) academic mentoring handbooks, it becomes clear that when student-athletes enter university they are entering a completely different social structure and university experience than non-athletes. What becomes clear is that any assistance and support needs to be tailored to student-athletes at that specific institution, and different from non-athletes. Furthermore, implementing an athlete academic peer mentoring program could help to change negative views of academics that have developed in the student-athlete social structure. Considering that Kerr and Miller (2002) found Canadian university student-athlete to be experiencing similar challenges to those in the NCAA, then they should also have provided to them academic assistance specific to their needs.

Insights and Experiences in Academic Mentoring and Education

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Kenneth R. Diller
Keyword(s):  
Academic Career ◽  
Great Honor ◽  
University Of Texas ◽  
Academic Mentoring ◽  
The Many ◽  
The University

Abstract It is a great honor to be named the awardee of the 2019 ASME Robert M. Nerem Education and Mentorship Medal. Bob Nerem has been a mentor to me since the beginning of my faculty career and has been a model to me for effectively dealing with the many dimensions of the interpersonal side of an academic career. This brief paper presents a summary of some of my personal insights and practices in this arena as gained during 46 years on the faculty of the University of Texas at Austin.

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

2019 ◽  
pp. 153819271986709
Author(s):  
Carmen Cruz ◽  
Geetu Rajpal ◽  
Michael Lecocke ◽  
Ian Martines ◽  
Anna Lurie
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Peer Coaching ◽  
South Texas ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics ◽  
Hispanic Serving

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

scholarly journals Re-Establishment of Health for Professionals in Higher Education During the COVID-19 Pandemic: Using Professors in an HIS as an Example

2021 ◽  
Vol 2 (1) ◽  
pp. 29-30
Author(s):  
Pierre Lu
Keyword(s):  
Higher Education ◽  
Well Being ◽  
South Texas ◽  
Survey Method ◽  
Mental Attitude ◽  
Balanced Diet ◽  
Hispanic Serving Institution ◽  
Work Family ◽  
Hispanic Serving ◽  
Depth Interviews

The purpose of this study is to investigate faculty health and well-being (H&W; SDG#3) in a Hispanic Serving Institution (HSI) and how these professionals seek to re-establish their health during the COVID-19 pandemic. Recent research has shown that H&W concerns from COVID-19 are much higher among Hispanics than Whites (Pew Research Center, 2020), and COVID-19 is affecting Hispanics at an alarming rate (CNN, 2020). Understanding how COVID-19 is affecting Hispanic faculty’s H&W is paramount as literature has shown that faculty H&W are important to the success of their students, their profession, and their institutions of higher education. However, few studies have explored H&W for faculty in an HSI. The study explores how these professionals re-establish their H&W during the pandemic. The study takes place in an HSI in South Texas. Survey method with convenience sampling (n = 50), followed by one-on-one in-depth interviews with purposive sampling (n = 5) are conducted. Based on the Hetler’s H&W model and referenced to the Travis’ and Ardell’s models, all aspects of H&W are inquired (physical, emotional, social, spiritual, vocational, and intellectual health). Quantitative data are analyzed using statistical methods. 86% of participants reveal that this pandemic has decreased their H&W. 75% of participants indicate they thought about building or re-establishing their H&W. However, only 30% of participants reveal they actually implement their H&W plans. Qualitative data are analyzed using thematic analysis methods. Several themes emerge: (1) H&W challenges faculty face, such as increased stress from work, family, and children at home; (2) their awareness and attempts of re-establishment of H&W, such as needs to be more organized, eat better, and exercise more; (3) recommendations from faculty that echo UN’s H&W tips, such as of staying home more, keeping social distancing, enjoying things in life, sleeping, exercising, having balanced diet, and a positive mental attitude.

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