"Investigating Sense of Belonging and Retention Among Underrepresented University Students in California’s Central Valley"
The purpose of this research is to develop a deeper understanding of the factors influencing the  sense of belonging among college students in California's Central Valley (UC Merced, CSU Stanislaus, and Bakersfield College). The findings will provide insights into the unique challenges faced by underrepresented and underserved student populations and their implications for retention. This research aims to produce actionable recommendations for enhancing the sense of belonging and retention rates among underrepresented college students in the Central Valley of California.
Status: In progress
Assistance from: Angelica Cardenas, Shweta Srinivasan, Maria Reza, and Destiny Marquez
Collaborators: Kimberly Arellano Carmona, MPH, Bakersfield College and David Veloz, PhD, California State University, Stanislaus
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"Empowering non-native English-speaking students: Nurturing self-efficacy for writing"
 Abstract: The mixed methods study explores the effects of an upper-level undergraduate writing-intensive Health Communication course on students’ self-efficacy for writing. The purpose of this study was to identify strategies for improving self-efficacy for writing, particularly among underrepresented groups, as the study population was majority female, Latino/Hispanic, non-native English speakers, and first-generation college students. Student’s self-efficacy for writing was measured using the Self-Efficacy for Writing Scale (SEWS) which was administered twice; once at the beginning of the semester and once at the end. Results showed statistically significant differences in students' pre- and post-self-regulation and writing convention scores (15% and 10% increase, respectively). These scores suggest major improvement in students’ self-reported abilities for writing mechanics and the regulation of their writing process. Subsequently, focus groups were conducted to gain insight into how students' self-efficacy for writing was affected by the class content, assignments, instructor feedback, and classroom environment. Implications of low self-efficacy on writing performance and strategies for enhancing self-efficacy for writing are discussed and should be considered for implementation by educators.
Status: In press
Link to paper: [insert here when available]
Assistance from: Shweta Srinivasan and Maria Reza
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“Impact of a Public Health Living Learning Community at a Hispanic-Serving Institution"
As the faculty advisor for the Public Health Pathways Living Learning Community, I was interested in examining how participating the in the LLC affected student success. Over the Summer of 2023, my research team and I designed a quantitative and qualitative study that would have tracked our AY2023-2024 cohort throughout their college career. Unfortunately, due to logistical constraints and feasibility, this project is no longer possible to implement.
Status: Canceled
Assistance from: Angelica Cardenas, Deija Moore, Maria Reza, and Destiny Marquez
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“Examining the Impact of Project-Based Learning on Students' Self-Reported and Actual Learning Outcomes”
 Abstract: Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students (N=33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess the competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre-and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.
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