Academic Achievement of Latino/a Students Who Began College before Age 18 at a Hispanic-Serving Institution.

There has been growth in Early College High Schools, and other similar programs, to improve racial/ethnic minority and first-generation students' access to higher education. As a result, there has been an increase in nontraditionally aged students (e.g., students under 18) in higher education. Despite increases in students under 18 attending universities, little is known about these students' academic achievement and experiences. This mixed method study addresses that limitation by using institutional and interview data from one Hispanic Serving Institution to examine the academic achievement and college experiences of young Latino/a student's (i.e., beginning college before the age of 18). Generalized estimating equations were used to compare the academic performance of Latino/as <18 to Latino/a students ages 18-24, and interviews were conducted with a subset of the students to understand the results. Quantitative results indicate that young students outperformed students who are 18-24 years of age in terms of GPA over three semesters in college. Interviews showed that participating in high school programs designed for college bound students; an openness to seek help; and avoidance of high-risk behaviors were possible explanations behind the academic success of young Latino/as.

IMPACT OF OPEN ENROLLMENT IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES WITH AT-RISK STUDENT POPULATIONS.

Participation in authentic research activities, particularly mentored undergraduate research experiences, at the University of Texas at El Paso has long been associated with student success measures such as graduation and matriculation to strong graduate programs in STEM. However, these opportunities typically are available to upper division students, despite evidence suggesting that the first (Freshman) year at university is determinant for individuals to complete STEM degrees. To expand the number of research opportunities and to extend them preferentially to new, entering students, we established the Freshman Year Research Intensive Sequence (FYRIS) in 2015, a course sequence consisting of a research foundations course and one or two laboratory courses redesigned by faculty into small, special topic Course-based Undergraduate Research Experiences (CUREs). CUREs provide authentic research experiences with similar early-, middle-, and late-term benefits to those found in traditional mentored experiences. Several of these benefits can be conceptualized as "hubs", which derive from earlier benefits, while facilitating later positive outcomes. Self-efficacy is one such hub, while retention and persistence in science enrollment represent late-phase positive outcomes. In this report, we examined self-efficacy of FYRIS participants in surveys administered at the start and end of each course to assess their confidence in conducting fundamental and specific research activities in the foundations and research driven courses, respectively. Specific items from a validated survey were used in addition to items developed for each course based on specific learning objectives. Retention was measured across three years of assessment of participants and non-participants, controlling for key scholastic characteristics. Results on retention rates after FYRIS vary depending on whether students fully or partially participated in the course-sequence. Results will be presented for three cohorts of students: 2015-16, 2016-17, and 2017-18.

BUILDing SCHOLARS: enhancing diversity among U.S. biomedical researchers in the Southwest.

BACKGROUND AND PURPOSE: With funding from the National Institutes of Health, BUILDing SCHOLARS was established at The University of Texas at El Paso with the goal of implementing, evaluating and sustaining a suite of institutional, faculty and student development interventions in order to train the next generation of biomedical researchers from the U.S. Southwest region, where the need is dire among underserved communities. The focus is on supporting the infrastructure necessary to train and mentor students so they persist on pathways across a range of biomedical research fields. The purpose of this article is to highlight the design and implementation of BUILDing SCHOLARS' key interventions, which offer a systemic student training model for the U.S. Southwest. In-depth reporting of evaluation results is reserved for other technical publications. PROGRAM AND KEY HIGHLIGHTS: BUILDing SCHOLARS uses a comprehensive regional approach to undergraduate training through a multi-institution consortium that includes 12 research partners and various pipeline partners across Texas, New Mexico, and Arizona. Through faculty collaborations and undergraduate research training, the program integrates social and behavioral sciences and biomedical engineering while emphasizing seven transdisciplinary nodes of biomedical research excellence that are common across partner institutions: addiction, cancer, degenerative and chronic diseases, environmental health, health disparities, infectious diseases, and translational biomedicine. Key interventions aim to: (1) improve institutional capacities by expanding undergraduate research training infrastructures; (2) develop an intra- and cross-institutional mentoring-driven "community of practice" to support undergraduate student researchers; (3) broaden the pool of student participants, improve retention, and increase matriculation into competitive graduate programs; and (4) support faculty and postdoctoral personnel by training them in research pedagogy and mentoring techniques and providing them with resources for increasing their research productivity. Student training activities focus on early interventions to maximize retention and on enabling students to overcome common barriers by addressing their educational endowments, science socialization, network development, family expectations, and material resources. Over the long term, BUILDing SCHOLARS will help increase the diversity of the biomedical research workforce in the U.S. by meeting the needs of students from the Southwest region and by serving as a model for other institutions.

An event-related potential paradigm for identifying (rare negative) attitude stimuli that people intentionally misreport.

This experiment explored whether a late positive potential (LPP) of the event-related brain potential is useful for examining attitudes that people attempt to conceal. Participants identified a set of liked, neutral, and disliked people and viewed sequences consisting of either names or pictures of these people. Disliked people appeared rarely among liked people, and participants either: (1) always accurately reported their negative attitudes toward the people; (2) misreported negative attitudes as positive when they saw a picture of a disliked person; or (3) misreported negative attitudes as positive when they saw a name of a disliked person. Rare negative stimuli evoked a larger-amplitude LPP than frequent positive stimuli. Misreporting attitudes significantly reduced the amplitude difference between rare negative and frequent positive stimuli, though it remained significant.

Wait, what? Assessing stereotype incongruities using the N400 ERP component.

Numerous discoveries regarding stereotypes have been uncovered by utilizing techniques and methods developed by cognitive psychologists. The present study continues this tradition by borrowing psychophysiological techniques used for the study of memory and language, and applying them to the study of stereotypes. In this study, participants were primed with either the gender category 'Women' or 'Men', followed by a word which was either consistent with gender stereotypes (e.g. Women: Nurturing) or inconsistent (e.g. Women: Aggressive). Their task was to indicate whether the words matched or did not match, according to gender stereotypes. Both response times and event-related brain potentials (ERPs) were recorded during performance of the task. As predicted, stereotype incongruent word pairs were associated with larger N400 ERP amplitudes and slower response times, relative to congruent word pairs. The potential utility of this approach as an independent measure of stereotypes is discussed.