The Development of a Critical Consciousness among Chicano/a and Mexicano/a Youth

  • Student Recipient: Alma Hinojosa, English
  • Faculty Mentor: Enrique Lopez
  • Grant Information: 2017 Summer, Assistantship
  • Project Description: The summer will be dedicated to data collection. Alma will assist me directly with preparing all of our research and data collection protocols. She will also help collect data during the summer program and she will help compile data once the program is finished. She will be a tremendous asset in helping to provide empirical data to help evaluate Aquetza for future funding.

The Development of a Critical Consciousness among Chicano/a and Mexicano/a Youth

  • Student Recipient: Alma Hinojosa, English
  • Faculty Mentor: Enrique Lopez
  • Grant Information: 2017-18 Academic Year, Assistantship
  • Project Description: My mentor’s research project focuses on Mexican@ and Chican@ youths’ sociopolitical development, particularly through science education. The objectives of our research is to analyze data collected during summer 2017 and submit a conference proposal to a national education organization (e.g., AERA). This means transcribing interviews and observations, compiling field notes, and coding data using MaxQDA. This program stands to benefit marginalized high school youth in Colorado as well as CU faculty, staff, and students. Our findings will be a helpful resource that can be used to improve our diversity issue and our retention rate at CU-Boulder among Latin(x) students.

Engage Families in Creative Computing through Story-Making

  • Student Recipient: Julisa Granados, Ecology and Evolutionary Biology
  • Faculty Mentor: Ricarose Roque
  • Grant Information: 2019 Summer, Assistantship
  • Project Description: Computational thinking is a key component in aiding people to solve problems and to better understand technology. As kids utilize and explore technology, social encouragement becomes crucial, especially from their parents. My mentor's project is called 'Family Creative Learning'. This project is designed to create a family learning program that immerses parents and their children in activities that enrich computational learning. It is also designed to provide the resources necessary for parents to support their children's learning. Because access to valuable resources remains out of reach for families, especially low income, this project will concentrate on high-need families.

 

Transformative Teach

  • Student Recipient: Olivia Gardner, Ethnic Studies / Women and Gender Studies
  • Faculty Mentor: Sabrina Sideris
  • Grant Information: 2019-20 Academic Year, Individual Grant
  • Project Description: I intend to address the School-to-Prison pipeline. I will provide cohesive, co-created resources with community partners to promote awareness of the negative impacts of policing and criminalizing young people. The curriculum will target adults and the ways to unpack implicit bias in public spaces with young people. I want to understand the systemic operations and colliding spheres of education and incarceration. I want to recognize the policies implemented within schools that target a certain demography of students and how this perpetuates the school-to-prison pipeline.

The Impact of Metacognition Coaching in Women of Color Participating in a Learning Community

  • Student Recipient: Noemi Banda, Integrative Physiology
  • Faculty Mentor: Rebecca Ciancanelli
  • Grant Information: 2019 Summer, Individual Grant
  • Project Description: The purpose is to investigate how women of color utilize metacognition in different contexts as compared to their peers, and how it impacts their success in a course. I will look at at the impact of participating in a learning community or not, taking a small or a large lecture course, and taking a STEM course or a non-STEM course. My research is embedded within a larger project which aims to document the effectiveness of a multicultural community-centered approach to improving STEM education. I am studying this population of students because women of color are vastly underrepresented in STEM fields.

Engage Families in Creative Computing through Story-Making

  • Student Recipient: Kathryn McConnell, International Affairs / Spanish for the Professions
  • Faculty Mentor: Ricarose Roque
  • Grant Information: 2019-20 Academic Year, Assistantship
  • Project Description: Youth benefit from social supports while engaging in learning. This research seeks to explore this relationship while specifically engaging youth in learning with technology alongside their parents and families. Simultaneously, it provides parents with the strategies to further support their children in the learning process. Also, by providing families with computing resources, we engage families with design-based projects while studying computational thinking in both computational literacy and storytelling. Finally, a key component of this project is providing high-need families and young children with creative technology workshops in the local Boulder and Denver area.

The Impact of Detracking Levels on Graduation Rates

  • Student Recipient: Nina Asher, Political Science
  • Faculty Mentor: Greg Young
  • Grant Information: 2017 Summer, Individual Grant
  • Project Description: A system of tracking was implemented in American public schools with the intention of catering to all students’ educational needs in a space in which he/she could learn with peers at a similar “ability” and similar pace. However, recent research and stagnated graduation rates since the 1970s suggest that a system of tracking no longer aids student’s in his/her learning. The research proposed here is based on theories to increase graduation rates (i.e. the effectiveness of a school system) through a policy of detracking and the various levels of detracking associated with this policy.

Evaluating Effectiveness of Problem-Based Learning in Introductory Neuroscience Course in Developing Critical Thinking Skills in and out of Context.

  • Student Recipient: Cory Wong, Neuroscience / Chinese
  • Faculty Mentor: Serge Campeau
  • Grant Information: 2018-19 Academic Year, Individual Grant
  • Project Description: The purpose of my research is to construct and evaluate the potential effectiveness of problem-based learning in CU Boulder's Introduction to Neuroscience Course (NRSC 2100) in developing student's abilities to problem solve and apply critical thinking skills. Advancing technologies mandate the necessity of scientists to also be able to collaborate, analyze, and provide ingenious solutions to complex problems. Beyond science, many employers do not believe recent college grads are ready for the workplace and lack critical thinking skills. It is necessary to prepare students for successful careers in competitive job markets, whether within or outside of science.

Analysis of Individual Student Problem Solving Process Trends in an Introductory Level Genetics Course Over a Semester

  • Student Recipient: Austin Hammermeister Suger, Molecular, Cellular and Developmental Biology / Biochemistry
  • Faculty Mentor: Jenny Knight
  • Grant Information: 2019 Summer, Individual Grant
  • Project Description: This project aims to examine changes in the problem-solving processes of students in an introductory level genetics course over a semester. This study is part of a larger project with an objective of assessing students’ use of cognitive skills and behaviors when problem-solving in genetics. The project will provide useful information on how students’ use of specific problem-solving components changes over the course of the semester. The findings could then be used by instructors to improve the course and better foster student problem-solving skills critical to their success in future coursework and research.