Underrepresented Minority Students Research Articles

Faculty diversity and graduation rates: a zero-sum effect

ABSTRACT Texas higher education institutions serve some of the most diverse student populations in U.S. institutions. However, graduation rates remain among the lowest in the United States, particularly for underrepresented minority students. Diverse faculty members who act as mentors have the potential to increase underrepresented minority students’ graduation rates. Yet few studies have examined these relationships. Using data from the 2021 Integrated Post-Secondary Data System (IPEDS), this quantitative study contributes to this line of research by examining the correlations of overall faculty diversity and faculty race/ethnic match and mismatch with graduation rates of students by race/ethnicity in Texas. Similar to past research, findings suggested a zero-sum effect: a significant positive relationship between faculty and students of the same racial/ethnic background and a negative correlation between faculty diversity and the graduation rates of students from different racial/ethnic backgrounds than faculty. These results suggest that further research is needed to determine what other variables might influence such findings and how faculty can support students from different racial/ethnic backgrounds.

Minority Student Perceptions of the Impact of Financial Cost of Pharmacy School and Career Choice at a Historically Black College and University (HBCU)

ObjectiveOne of the barriers that might prevent an underrepresented minority (URM) individual from pursuing a professional career in the United States is finances. The high disproportionate burden of student debt among URM students further perpetuates the racial wealth gap. Therefore, this study sought to evaluate the extent to which URM students’ personal finance perceptions, and current and projected student loan indebtedness affect postgraduation career intentions. MethodsA cross-sectional analysis was conducted using data from four cohorts of pharmacy students using a survey from November 2, 2022, to February 1, 2023. The financial perception survey included subscales namely personal finance self-efficacy, debt influence and pressure, and risk mitigation and retirement. Descriptive statistics, simple logistic regression, and multivariate logistic regression analyses were conducted. ResultsIn total, 93 students completed the survey and had a mean age of 28.1 ± 5.3 years. Seventy-one percent of the respondents were female, and 67.7 % had completed a 4-year bachelor's degree. There was a significant association between age and the intention to pursue postgraduate training as well as a significant association between risk mitigation and retirement perceptions and intention to pursue postgraduate training after adjusting for other factors. ConclusionAmong students from largely minority backgrounds, age, and confidence in their ability to make wise investment decisions for retirement are associated with a greater likelihood of pursuing postgraduate training opportunities.

102 CUBE: A Collaborative Undergraduate Biostatistics Experience to Bring Diversity and Awareness to the Field of Collaborative Biostatistics

OBJECTIVES/GOALS: Despite a steady rise of graduate degrees in biostatistics earned in the US, the percent from minorities remains low. This poster will describe the Collaborative Undergraduate Biostatistics Experience (CUBE), an 8-week program aimed to diversify and bring awareness to the field of collaborative biostatistics, from recruitment through evaluation. METHODS/STUDY POPULATION: The CUBE program is funded jointly by the NIH’s NIDA/NIAAA (award number: 1R25DA058482-01) and is designed to give underrepresented minority (URM) undergraduate students in STEM the opportunity to engage in a collaborative biostatistics and health data science experience, along with related professional development activities. The program is built on four pillars: 1) training in introductory biostatistics, 2) training in R programming, 3) professional development, and 4) a collaborative research project addressing research questions in various disciplines. The CUBE program was delivered in the summer of 2022 as a pilot to four URM students at Virginia Tech (VT) and the University of Virginia (UVA), with two at each site. In summer 2023, the program was offered to 5 students (3 VT, 2 UVA). RESULTS/ANTICIPATED RESULTS: This poster will provide strategies learned over two summers with respect to recruitment and enrollment, along with details on the program content, timeline, and short- and long-term program evaluation metrics (both quantitative and qualitative). The CUBE program was well-received by students participating in summers 2022 and 2023, where improved attitudes towards statistics were demonstrated, and 7 of the total 9 participants (78%) over the past two summers expressed interest in pursuing a graduate degree in biostatistics or a career in quantitative research. Of these 7 students, 1 is currently enrolled in a biostatistics graduate program in the United States. DISCUSSION/SIGNIFICANCE: Results can be used to offer recommendations to leaders in the field on how to establish similar programs seeking to provide a pipeline for equity and diversity in the practice of collaborative biostatistics and health data science.

Examining the Early Academic Performance of Doctor of Physical Therapy Students After Holistic Review: A Retrospective Cohort Study.

A diverse health care workforce can help to address systemic health disparities. Holistic review and use of an expanded definition of underrepresented minority (URM) that includes factors beyond race and ethnicity are suggested methods to promote diversity in the physical therapist (PT) workforce and ultimately address societal health disparities. Evidence suggests that holistic review can promote PT student diversity; however, limited evidence exists that describes the academic outcomes of holistic review that consider social determinants of learning (SDOL) factors in the review process. The purpose of this study was to examine the early academic outcomes of students after a holistic review and to examine relationships between SDOL factors and academic performance. A convenience sample of 160 students admitted to a doctor of physical therapy (DPT) program from June 2020 to June 2022 was used. A secondary analysis of students' self-reported responses from their admissions application was used to categorize response data into SDOL groups. An independent-sample t-test was used to test group differences in academic performance, and regression modeling was used to test relationships between SDOL factors and academic performance. The mean 6-month DPT program grade point average (GPA) of the sample was 3.32 ± .43. Nonstatistically significant differences appeared in early DPT GPA between URM and non-URM student groups. However, after controlling for undergraduate GPA, a history of educational disadvantage was the only SDOL factor that contributed to early DPT GPA variance (2.6%), P < .05. The similar academic performance of URM and non-URM students provides support for using an expanded URM definition in holistic review. Most of the educationally disadvantaged group were first-generation college students, which was associated with lower early GPA. These results provide emerging evidence that first-generation students in DPT programs may benefit from additional academic support.

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals, and creating action plans to achieve these goals. The National Institutes of Health (NIH) and many institutions require the completion of the IDP by graduate students, postdoctoral researchers, and junior faculty mentees to enhance career development. However, little information exists regarding how motivated and behaviorally engaged undergraduate URM undergraduate students are in using IDP as a tool to develop their STEM career pathway. In this study, researchers present data from the motivation levels and behavioral engagement factors that are associated with the effectiveness of the IDP with 20 URM students recruited for the REP Summer program. A total of 85% of students strongly agreed that the IDP was most effective in assessing and reflecting on their academic and professional goals. The mentorship needs were met by 80% of the students, while 75% of the students agreed that the IDP was very effective in helping to identify short-term and long-term goals for their undergraduate studies. Moreover, 70% of the students were satisfied with the IDP in developing an action plan, identifying short-term and long-term goals for their professional careers, and assessing their scientific skills, interests, and values. URM students are intrinsically and extrinsically motivated to implement the IDP and pursue careers in STEM. Findings suggest that URM students’ motivation and behavioral engagement levels impact the effectiveness of the implemented IDP with these students. There is a need to identify factors that enhance the effectiveness of the IDP to determine how to maximize the career development of URM students in STEM programs.

The Experience of Medical Scribing: No Disparities Identified.

The chronic failure to significantly increase the number of underrepresented minorities (URM) in medicine requires that we look for new mechanisms for channelling URM students through pre-medical education and into medical school. One potential mechanism is medical scribing, which involves a person helping a physician engage in real-time documentation in the electronic medical record. As a precursor to evaluating this mechanism, this survey pilot study explored individuals' experiences working as a medical scribe to look for any differences related to URM status. Of 248 scribes, 159 (64% response rate) completed an online survey. The survey was comprised of 11 items: demographics (4 items), role and length of time spent as a scribe (2 items), and experience working as a scribe (5 items). The vast majority (>80%) of participants reported that working as a medical scribe gave them useful insight into being a clinician, provided valuable mentoring, and reinforced their commitment to pursue a career in medicine. The experiences reported by scribes who identified as URM did not differ from those reported by their majority counterparts. It remains to be seen whether medical scribing can serve as an effective pipeline for URM individuals to matriculate into medical school. But the present findings suggest that the experience of working as a medical scribe is a positive one for URM.

Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco

AbstractThis study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program’s inclusivity. The SSRP also positively influenced students’ postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program’s sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP’s effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.

Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach

AbstractBackgroundExisting research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ill‐structured problem‐solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes.PurposeThe purpose of this research was to examine the how student characteristics, such as race/ethnicity, sex, and epistemological beliefs, are associated with patterns of idea contributions and ideas enactments in collaborative project teams.MethodIn this article, I use the multilayer exponential random graph model (ERGM) for examining multiple complex social relationships simultaneously. Drawing on survey data from a study of engineering student teamwork, this research examines the relationship perceptions of idea contributions (layer 1) and idea enactments (layer 2) in collaborative project teams.ResultsResults indicated no sex differences in the perceptions of idea contributions and enactments in student design teams. However, underrepresented minority students and Asian America/Pacific Islander students were reported as less frequently having their ideas enacted. Further, epistemological beliefs similarity effects were a significant predictor on the idea contribution layer, and epistemological beliefs sociality effects were significant on the idea enactments layer.ConclusionAchieving equity in teamwork pedagogies requires understanding the dynamic social processes that shapes patterns of participation in student teams. This research demonstrates the power of social networks methodologies for modeling teamwork processes, pointing specifically to the ways that student characteristics are associated with perceptions shape idea contributions and enactments in student teams.

Potential Impact of Race and Ethnicity on Pharmacy Residency Match Rate and Match Participation

ObjectiveThe purpose of this study was to investigate if a correlation exists between a student’s self-identified race or ethnicity and their rates of participating in the match or matching with a pharmacy residency. MethodsThis retrospective cohort study included pharmacy graduates from 2016 through 2021 at two schools/colleges of pharmacy, a Historically Black College or University and a non-Historically Black College or University. The primary outcome was to compare the percentage of underrepresented minority (URM) students and non-URM students who successfully matched with a postgraduate year 1 pharmacy residency. The secondary outcomes compared rates of participation in the match and the effects of student-related factors that influenced match success and participation rates between URM students and non-URM students. ResultsOf the 900 included students, 273 participated in the match. The match rate among students participating in the match was 53.5% (146 of 273) with 50.3% (84 of 167) in the URM group compared to 58.5% (62 of 106) in the non-URM group (P = .186) successfully matching. Rates of match participation were lower for students identified as URM (26% vs 39.3%, P < .001). When adjusting for previously published predictors of match success, URM status did not significantly affect match rates or match participation. ConclusionAt two schools of pharmacy, URM students were less likely to participate in the match but just as likely to match to an American Society of Health-System Pharmacists residency in the univariable analysis. However, when adjusting for other characteristics, there was no difference in match participation or match success in students who self-identified as URM.

Adjusting to Your Surroundings: An Inquiry-Based Learning Module to Teach Principles of Mechanobiology for Regenerative Medicine

Mechanobiology is an interdisciplinary field that aims to understand how physical forces impact biological systems. Enhancing our knowledge of mechanobiology has become increasingly important for understanding human disease and developing novel therapeutics. There is a societal need to teach diverse students principles of mechanobiology so that we may collectively expand our knowledge of this subject and apply new principles to improving human health. Toward this goal, we designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach students principles of cell–biomaterial interactions. This module was designed to be hosted in two 3-h sessions, over two consecutive days. During this time, students learned how to synthesize and mechanically test biomaterials, culture bacteria cells, and assess effects of matrix stiffness on bacteria cell proliferation. Among the 73 students who registered to participate in our IBL mechanobiology module, 40 students completed both days and participated in this study. A vast majority of the participants were considered underrepresented minority (URM) students based on race/ethnicity. Using pre/post-tests, we found that students experienced significant learning gains of 33 percentage points from completing our IBL mechanobiology module. In addition to gaining knowledge of mechanobiology, validated pre/post-surveys showed that students also experienced significant improvements in scientific literacy. Instructors may use this module as described, increase the complexity for an undergraduate classroom assignment, or make the module less complex for K-12 outreach. As presented, this IBL mechanobiology module effectively teaches diverse students principles of mechanobiology and scientific inquiry. Deploying this module, and similar IBL modules, may help advance the next generation of mechanobiologists.

Abstract A068: Educating the next generation of cancer researchers: Evaluation of a cancer research partnership training program

Abstract Introduction: The underrepresentation of minorities in cancer research hampers efforts to address disparities among minority populations. To tackle this issue, early mentorship of emerging scientists from underrepresented communities is crucial. The Synergistic Partnership for Enhancing Equity in Cancer Health (SPEECH) is a collaboration between Temple University/Fox Chase Cancer Center, Hunter College (TUFCCC/HC), and funded by the National Cancer Institute. SPEECH aims to reduce cancer health disparities through research, community outreach, and support for underrepresented investigators and students. The Research Education Core (REC) within SPEECH focuses on enhancing training and mentorship, including the Summer Cancer Research Institute (SCRI), providing opportunities for underrepresented minority students in cancer research. Procedures: We conducted a cross-sectional survey with accepted SCRI applicants (i.e., participants) and their peers whose applications to the SCRI were not accepted (non-participants) from four cohorts (2019–2022). Email invitations with a link to a REDCap survey were sent to 51 SCRI participants and 488 non-participants with the goal of investigating any differences between the two groups in knowledge and career goals. In total, 32 SCRI participants and 47 non-participants responded to the survey. One SCRI participant was excluded due to missing data, yielding 31 SCRI participants. About 70% of the participants identified as Asian, Black/African American, or multi-racial. Results: SCRI participants had significantly higher knowledge scores in health disparities (p &amp;lt; 0.001), cancer biology (p &amp;lt; 0.001), and cancer prevention (p &amp;lt; 0.05) than non-participants. SCRI participants also had slightly higher levels of interest in pursuing a graduate-level degree in cancer biology or cancer health disparities-related discipline (41.9% reporting “very interested”) and in pursuing a career in cancer biology or cancer health disparities (41.9% “very interested”), than the non-participants (36.2% and 36.2%, respectively), but the differences were not statistically significant. The two groups had similar rates of pursuing a career in cancer biology, cancer health disparities research, or teaching in academia. In addition, over 90% reported Of those who participated in the SCRI  that they “agreed” or “strongly agreed” that the SCRI experience had a positive influence on their plans for continued education (90.3%), increased skills in cancer or cancer health disparities research (93.6%), increased skills on scientific writing (93.6%), increased skills on presenting at a conference (100%), and had a positive influence on their future career plans (90.3%). Summary: Our findings indicate that an intensive 8-week training institute can increase students’ knowledge and capacity in cancer research, demonstrating an overall positive influence of the program on students’ perceived scientific skills and future career plans.   Citation Format: Lin Zhu, S.J. Dodd, Yuku Chen, Emily R. Kaminsky, Zhiqing Elaine Liu, Grace X. Ma, Olorunseun O. Ogunwobi, Carolyn Y. Fang. Educating the next generation of cancer researchers: Evaluation of a cancer research partnership training program [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A068.

The efficacy of a computer science curriculum for early childhood: evidence from a randomized controlled trial in K-2 classrooms

ABSTRACT Background and context Despite the growing importance of computer science (CS) education, high-quality CS curricula for students in kindergarten to lower elementary grades are lacking. It is also unclear how students from underrepresented groups such as female students, students from low socioeconomic status, and students with disability respond to CS curriculum at this age range. Objective This study is aimed to examine the effectiveness of a novel CS curriculum (Coding as Another Language – ScratchJr) on the development of programming and computational thinking skills for students in kindergarten to second grade classrooms. Method We conducted a randomized controlled trial with 1057 students and used multilevel regression analysis to examine the impact of the CAL curriculum on students’ coding and computational thinking skills, as well as moderation analysis to investigate how students’ demographic characteristics including gender, socioeconomic status, English learners and disability interacted with the intervention effectiveness. Findings The CAL curriculum was effective in improving students’ programming skills, but no significant differences were detected for students’ computational thinking skills. Students with limited English proficiency and students from low socioeconomic backgrounds achieved similar gain in coding skills but students with disabilities and female students did not demonstrate the same improvements as their peers. Implications These findings shed light on the educational efficacy of CAL as a promising CS curriculum for young children and underscore the importance of understanding how underrepresented minority students respond to the curriculum in order to better guide the development and design of the CS programs.

Improving strategic learning and self-regulation skills among underrepresented minority students in a summer research education training program

IntroductionThis study examines the effect of educational interventions on strategic learning and self-regulation variables of underrepresented minority students (URMs) who participated in the NIH R25 Research education program.MethodsThe LASSI instrument was administered to 21 URMs who participated in the intervention over 2  years. We collected pre- and post-intervention data before and after the educational intervention.ResultsThere was a significant improvement (p &amp;lt; 0.001) in all strategic learning and self-regulation parameters including attitude, concentration, information processing, motivation, selecting main ideas, self-testing, test strategies, and time management for the pre and post-assessments.ConclusionThe results of this study indicate that self-regulated learning strategies in research education programs are important to help URM’s chances of advancing along scientific and educational pathways.

The Anti-Affirmative Action Avalanche: The Rise of Underrepresented Minority Enrollment at For-Profit Institutions

The study of affirmative action bans suffers from focusing on the ivory tower as the site for the impacts of affirmative action bans. Prior literature on affirmative action bans has missed the bigger picture, failing to see that less glamorous schools have also been impacted by the bans. This article fully fleshes out the impacts of affirmative action on postsecondary education by their level of selectivity (Barron’s Admissions Competitiveness Index) and sector (private, public, and for profit) from a merged data set (Integrated Postsecondary Education Data System and the Current Population Survey) spanning 1991 to 2016. The results of a differences-in-differences analysis find that a small group of for-profit institutions with very large enrollments became a destination for underrepresented minority students in the wake of affirmative action bans.

Impact of Basic Needs Fulfillment on the Health, Well-being, and Academic Engagement of Occupational Therapy Students

The basic needs of students may serve as unknown factors in academic engagement and well-being. Challenges in meeting these needs disproportionately impact underrepresented minority and first-generation students. The purpose of this pilot study was to explore the perceived presence and impact of basic needs on health, well-being, and academic engagement in occupational therapy students. A 43-item survey was distributed to 231 students and focused on questions addressing basic needs in physiology, safety, and belonging. Respondents reported worry over or the need to work to pay bills, no support from family/friends, and limited access to food in the past 30 days and related this to feeling stressed, not being able to do homework, not participating in class, and loss of leisure time. Ninety-four percent used student health services frequently. Recommendations to address gaps in basic needs include flexible policies, inclusive learning environments, supportive and intentional actions, and providing resources.

Understanding How to Diversify the Cybersecurity Workforce: A Qualitative Analysis

A robust cybersecurity workforce is critical for protection against a range of malicious attacks. However, it has been noted that there are many vacancies and a shortage of individuals entering the cybersecurity workforce. This workforce shortage has partly been attributed to the lack of diversity in the cybersecurity field, with women, African Americans, and Hispanics remaining underrepresented in educational and professional settings. Using a qualitative approach, this work sought to investigate what led underrepresented minorities currently involved in cybersecurity to the industry, with the goal of determining methods to attract and diversify the workforce. A thematic analysis was conducted using data collected during interviews with 23 participants including underrepresented minority students, underrepresented minority professionals, college instructors, and a high school administrator. The interview questions aimed to address (a) what attracted minorities to the field, (b) how they overcame educational and professional roadblocks, (c) how they built non-technical knowledge, skills, and attitudes, and (d) how they maintained engagement. Findings revealed 17 themes that were related to characteristics of (a) the learner, (b) the instruction, and (c) the environment. Based on these findings, recommendations are presented to illustrate how these themes can be implemented by instructors with the goal of increasing the participation and involvement of underrepresented minorities and fostering diversity in the cybersecurity field.

An online research immersion program to increase introductory science student confidence and science identity.

The number of undergraduate students from underrepresented backgrounds enrolled in science and technology-related courses has increased over the past 20 years, but these students' persistence in STEM majors until graduation still lags behind the overall college population. Interventions like exposure to independent research, instruction using active learning, and connection within a scientific community have been shown to increase persistence and the development of science identity, especially for underrepresented minority students (URM), students with high financial need, and first-generation college students. However, exposure to research for introductory students can be expensive or challenging for an institution to provide and for some students to access. We designed Wintersession Research Week as a remotely taught, collaborative introduction to independent research for beginning undergraduate students, prioritizing those traditionally underrepresented in STEM (low income, first generation, and URM students). Because this program utilized graduate students as research mentors, we also provided training and mentoring to develop the next generation of science faculty. We found that the program helped undergraduate student participants to develop a scientific identity and increase confidence in their skills, and that graduate students found the experience valuable for their future teaching. We believe that elements of this program are adaptable to both virtual and in-person settings as an introduction to research, mentorship, and teaching for students and mentors.

Developing an Inclusive Generation of HIV Researchers Through Diversity and Community.

The DC Center for AIDS Research Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI) is designed to increase the number of underrepresented minority (URM) students engaged in HIV research by providing an opportunity to participate in research and developing a sense of self-efficacy and community. Currently in its second year, the program provides high school (HS) and undergraduate (UG) URM students (CFAR scholars) HIV mentored-research opportunities, and a range of professional development, outreach, and volunteer opportunities meant to build a sense of community and promote self-efficacy. A near-peer mentoring program, led by graduate students leads (GSL), was added in the second year to enhance community building. We conducted a descriptive evaluation of the program using both individual surveys distributed to program participants and a series of focus groups conducted with current HS and UG scholars, and GSL. Based on initial evaluation results, this program was able to recruit a diverse group of scholars who have persisted in mentored HIV research, increased interests in pursuing careers in HIV research and care, developed research competencies, and increased confidence and self-efficacy. Our long-term goal is to build on this program by annually recruiting new cohorts, providing multiyear support to UG scholars, and developing additional evaluation tools to measure program impacts on the career trajectories of program participants, and identify program characteristics associated with those impacts.

Peer leader perspectives from a PLTL implementation in a Hispanic-serving institution.

Peer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program's impact on our peer leaders' skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student's success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students.

Exploring college students’ flourishing: The interplay of demographic characteristics, time allocation in daily activities and responsibilities, and sense of belonging

The purpose of this study is to investigate how college students’ flourishing relates to their demographic characteristics, students allocating time in daily activities and responsibilities, and sense of belonging to the university. The total sample for this study includes 553 undergraduate students, of which 69% identified as female, 24% as male, 7% as non-binary, 29% as underrepresented minority (URM) students, and 38% as first-generation students. Method. The study utilized the ACHA-NCHA III survey data from a large public 4-year university. The researchers conducted an exploratory factor analysis to identify prominent components, resulting in seven constructed variables to measure students’ level of involvement in managing roles related to their academic, extracurricular, and personal life. The researchers then used multiple regression models to examine the relationship between student flourishing outcomes and students’ time allocation in fixed roles (as a student, caretaker, and employee) and other activities, and their sense of belonging to the university. The results showed that college students who assume additional roles besides being a student, who spend more time engaging in prosocial activities while balancing socializing, and have a strong sense of belonging, also have a higher level of flourishing. Conversely, media consumption was negatively associated with students’ flourishing.