Growing Faculty Research for Students' Success: Best Practices of a Research Institute at a Minority-Serving Undergraduate Institution
Growing Faculty Research for Students' Success: Best Practices of a Research Institute at a Minority-Serving Undergraduate Institution
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为学生的成功而不断发展的教师研究：少数族裔本科院校研究所的最佳实践
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发表时间：
2015
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通讯作者：
Jessica Gaspar
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作者：
Isar P. Godreau;Jannette Gavillán;Mariluz Franco;José M. Calderón;Vionex M. Marti;Jessica Gaspar
简介波多黎各是西班牙的殖民地约 400 年，直到 1898 年美国占领该岛。第二次世界大战带来的变革改变了该岛与美国之间公开的殖民关系，从而改变了目前作为美国非并入领土的英联邦地位。岛上出生的波多黎各人是美国公民，最希望与美国保持密切的政治和经济联系。然而，大多数波多黎各人也将自己视为一个具有共同历史、文化和遗产的独特群体（Dâvila，1997；Duany，2002；Morris，1995）。西班牙语和英语都是波多黎各的官方语言，但主要使用西班牙语。由于群岛经济严重依赖美国工业和联邦资金转移，近期经济衰退等大陆事件对这片美国领土产生了不利影响。目前，波多黎各人均收入约为 15,200 美元（最贫穷州密西西比州的一半），失业率为 15.4%（Alvarez，2014 年）。居民人口估计为 360 万（美国人口普查局，2013 年），而目前有近 500 万波多黎各人居住在美国（美国人口普查局，2011 年）。自 1903 年以来，波多黎各大学 (UPR) 一直是唯一的公共机构，肩负着“充分开发我们社会潜在的智力和精神财富”的使命，因此“知识分子”来自所有社会部门，特别是那些在经济资源方面较不受欢迎的人的杰出人物的精神和价值观，将被用来为波多黎各社区服务”（UPRRC EGCTI，2015，我们的重点）。 UPR 系统的学生总数为 61,967 名学生，必须在其 11 个校区中履行这一使命：其中 3 个校区是研究生，8 个校区主要是本科生。波多黎各大学凯伊分校 (UPR-C) 是 UPR 的八个本科校区之一。提供27个自然科学学士学位（生物学、化学、数学和自然科学面上项目）；社会科学（心理学和心理健康）；艺术学院（英语、文学、人文、外语、文学和语言学）和专业学院（教育和工商管理）。 2005年至2009年，自然科学（包括自然科学面上项目）的入学趋势从22%到33%不等，工商管理从24%到27%，社会科学从13%到14%。 UPR-C 秋季入学总人数增加了 5.39%，从 2005-06 年的 3,634 人增加到 2009-10 年的 3,830 人。几乎所有学生 (99%) 都是波多黎各人（UPR-C 评估办公室，2013a，2013b；美国教育部，2012），其中大多数 (67%) 是女性。大多数 UPR-C 学生来自位于波多黎各中部山区的凯伊镇周围的城市（见图 1）。根据 UPR 的总体使命，UPR-C 为其服务地区符合大学入学标准的低收入学生提供优质的教育机会。大多数即将入学的 UPR-C 全日制本科生 (75%) 获得了佩尔助学金，超过一半 (56.9%) 来自公立学校。新生的平均 GPA 为 2.87。 2013年全日制出勤率为93%。校园有164名全职教师和32名兼职教授，其中90%是波多黎各人。 129 人是终身教职或终身教职，67 人是非终身教职的兼职教师；大约 79% 的终身教职和终身教职教师拥有博士学位。该教职人员与管理人员和工作人员一起负责履行 UPR-C 的三项任务，这些任务共同强调提供优质教育，其中包括：1) 跨学科方法，2) 研究，以及 3) 社区参与（UPR-C 任务，2006 年）。跨学科研究所 (HR) (http://webl.oss.cayey.upr.edu/iii/) 支持这一使命。 2004 年制定的六大总体目标指导 IIR 举措： 1) 促进跨学科研究； 2) 产生与波多黎各和 UPR-C 服务区域相关的知识； 3) 促进普遍定期审议中的研究； 4）促进研究型课程创新； 5）为研究人员和学生提供支持性环境； 6) 传播其资助的研究项目的成果。 ……
IntroductionPuerto Rico was a colony of Spain for ~400 years until 1898, when the US occupied the Island. Transformations ushered in by World War II changed the overtly colonial relationship between the Island and the US to die current Commonwealth status as a non-incorporated US territory. Island-born Puerto Ricans are US citizens and most wish to maintain close political and economic ties to the US. However, most Puerto Ricans also view themselves as a distinct group with common history, culture, and heritage (Dâvila, 1997; Duany, 2002; Morris, 1995). Both Spanish and English are official languages in Puerto Rico, but mainly Spanish is spoken. Because the Islands economy is heavily dependent on US industry and federal funds transfers, mainland events such as the recent economic recession adversely affected this US territory. Currendy, Puerto Ricos per capita income is ~$15,200 (half that of Mississippi, the poorest state), and the unemployment rate is 15.4 percent (Alvarez, 2014). Tie resident population is estimated at 3.6 million (U.S. Census Bureau, 2013), while almost 5 million Puerto Ricans are now living in the US (U.S. Census Bureau, 2011).Since 1903, the University of Puerto Rico (UPR) has been die sole public institution charged with the mission to "develop the latent intellectual and spiritual enrichment of our society fully," so diat "the intellectual and spiritual values of exceptional personalities that surge from all its social sectors, especially from those less favored in terms of economic resources, will be put to the service of the Puerto Rican community" (UPRRC EGCTI, 2015, our emphasis). With a total student population of61,967 students, the UPR system has to implement this mission across its eleven campuses: three ofwhich are graduate and eight ofwhich are primarily undergraduate. The University of Puerto Rico at Cayey (UPR-C) is one of the UPRs eight undergraduate campuses. It offers 27 bachelors degrees in Natural Science (Biology, Chemistry, Mathematics and the Natural Sciences General Program); Social Sciences (Psychology and Mental Health); Arts (English, Literature, Humanities, Foreign Languages, Literature and Linguistics) and Professional Schools (Education and Business Administration). Enrollment trends from 2005 to 2009 varied from 22% to 33% in Natural Sciences, including the Natural Sciences General Program, 24% to 27% in Business Administration and from 13% to 14% in Social Sciences. General fall enrollment at UPR-C has increased 5.39% from 3,634 in 2005-06 to 3,830 in 2009-10. Practically all students (99%) are Puerto Rican (UPR-C Assessment Office, 2013a, 2013b; U.S. Department of Education, 2012) and the majority (67%) is female. Most UPR-C students come from the municipalities that surround the town of Cayey, located in the central mountainous area of Puerto Rico (see Figure 1).Consistent with UPR's overall mission, UPR-C offers quality educational opportunities to lowincome students of its service region who meet the University's admissions criteria. The majority of incoming UPR-C full-time undergraduate students (75%) received Pell Grants and more than half ( 56.9 %) proceed from public schools. The average GPA for incoming freshmen is 2.87. Fulltime attendance status in 2013 was 93%. The campus has 164 full-time faculty and 32 part-time professors, 90% of whom are Puerto Rican. One hundred twenty-nine are tenured or tenuretrack, and 67 are faculty with non-tenure adjunct positions; approximately 79% of all tenure and tenure-track faculty have a Ph.D.This faculty along with administrators and staff are charged with fulfilling three UPR-C missions, which together emphasize providing a quality education that integrates: 1) interdisciplinar)' approaches, 2) research, and 3) community engagement (UPR-C mission, 2006). The Institute of Interdisciplinary Research (HR) (http://webl.oss.cayey.upr.edu/iii/) supports this mission. Six overarching aims developed in 2004 guide the IIR initiatives: 1 ) to promote interdisciplinary research; 2) to produce knowledge that is relevant to Puerto Rico and to the UPR-C service region; 3) to facilitate research at UPR-C; 4) to promote research-informed curricular innovations; 5) to provide a supportive environment for researchers and students; and 6) to disseminate results of the research projects it sponsors. …