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.

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.