HETS Online Journal

Course-Based Undergraduate Research Experiences’ Influence on STEM Belonging

Kristen Faye Linton — 2025-05-21

Course-Based Undergraduate Research Experiences (CUREs) offer scalable opportunities for undergraduate students to engage in authentic scientific research, with prior studies suggesting their potential to enhance STEM retention and foster a sense of belonging. This study examines the effects of CUREs on STEM belonging among students at a Hispanic-Serving Institution, focusing on the moderating influence of demographic variables such as ethnicity, gender, financial aid status, and first-generation college status. Using a pre- and post-intervention survey with 115 participants across four health sciences courses, we measured belonging in STEM subfields (science, technology, engineering, and math) using the Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) scale.

Results revealed significant increases in engineering/technology (t(114) = -5.88, p < .001) following the CUREs intervention. There was notable interaction between Hispanic/Latino ethnicity and math belonging. Non-Hispanic/Latino students reported a statistically significant increase in math belonging, while Hispanic/Latino students, despite higher initial scores, showed no significant change (F(1, 84) = 6.74, p = .011, ?² = .074). These findings underscore the complexity of fostering belonging in STEM, particularly for historically minoritized groups.

RLHF y RLAIF, Revolución Silenciosa de la Retroalimentación Educativa

Elizabeth Díaz-Rodríguez — 2025-05-21

Reinforcement learning from feedback has emerged as an innovative technique in machine learning, enhancing artificial intelligence (AI) model training. Current research compares two key approaches: RLHF (Reinforcement Learning from Human Feedback) and RLAIF (Reinforcement Learning from AI Feedback). Most studies demonstrate a preference for RLAIF due to its superior scalability (Khedri & Höglund, 2023; Lee et al., 2022; Zhichao et al., 2024). However, other researchers advocate for a hybrid approach that strategically combines both methods (Dakota, 2024). These complementary frameworks can synergistically improve machine learning processes.

La población y matrícula universitaria de Puerto Rico: Años 2013 al 2023

Marcos Torres-Nazario — 2025-05-21

This article updates data on the population of Puerto Rico and its impact on enrollment and higher education institutions (HEIs) for Fall 2023. In general, the reduction in population and university enrollment is constant. The data reveal that for the past three years, more than half of the university students in the country have taken at least one online course. If the population and university enrollment decline continue, it is estimated that in the coming years there will be fundamental adjustments in the composition of Puerto Rico's HEIs (Torres-Nazario, 2023), specifically in small and very small HEIs.

Breve inventario de los programas de educación a distancia en Puerto Rico al 2024

Marcos Torres Nazario — 2025-05-21

The purpose of this article is to disseminate to the academic community of Puerto Rico, the online university programs licensed by the Board of Postsecondary Institutions (JIP) for August 2024. The data is broken down from professional, graduate and postgraduate certificates to associate, baccalaureate, master's and doctoral degrees. Overall, by fall 2024, online offerings in Puerto Rico consist of 448 academic programs, which represents an increase of 278% when compared to fall 2020. As in previous studies (Torres, 2013, 2014, 2020), programs in the Business discipline dominate the online offering. However, unlike other years, a significant increase was found in programs in Health Sciences, Natural Sciences and Technology, Social Sciences and Humanities. It appears that the supply of online programs in the field of education is reaching a saturation point.

Introducing the COTE Framework: A Practical Guide for Faculty

Ana Marjanovic — 2025-05-21

The Compass of Online Teaching Excellence (COTE) Framework is a structured, research-based resource developed by Hostos EdTech to enhance online course quality, foster student engagement, and support inclusive learning environments. It provides faculty with practical tools and checklists aligned with institutional policies and best pedagogical practices, integrating Universal Design for Learning (UDL) principles, accessibility standards, and evolving modalities such as hybrid, HyFlex, and AI-enhanced learning. The framework is structured around four Keystones—Course Structure, Technology Integration, Student Engagement, and Community Building—each reinforced by Omni Elements that ensure adaptability and inclusivity. COTE also includes guidance on AI usage, emphasizing academic integrity while leveraging technology for improved learning experiences. As a pilot initiative, its implementation is being assessed through faculty adoption rates, student engagement, and course quality improvements, with plans for integration into institutional teaching certification programs.

Redefiniendo la ansiedad académica en la educación a distancia: Estrategias innovadoras para crear ambientes de aprendizaje más sostenibles y humanizados

Lisbel M. Correa-Suárez — 2025-05-21

Academic anxiety, a phenomenon widely experienced by distance education students, is exacerbated by factors such as social disconnection, self-management of learning, and pressure from formal assessments, particularly proctored exams. This article delves into the causes of anxiety within the virtual learning environment, addressing how technological and pedagogical challenges can impact student well-being. Additionally, innovative and practical strategies are proposed to mitigate these effects, emphasizing the need for personalized academic support, a reconfiguration of assessment methods, and the use of adaptive technology to create more inclusive and emotionally safe learning spaces.

Accesibilidad e inclusión: Asegurando el derecho a la información y la comunicación para las personas sordas

Lisbel M. Correa Suárez — 2025-05-21

This article presents a descriptive analysis of the urgent need to develop inclusive tools that facilitate the labor integration of deaf individuals in the food industry. Based on the universal right to work, it emphasizes the lack of resources and sign language training programs tailored to this sector, which limits this population's equitable access to the labor market. The study successfully proposed, based on the principles of Universal Design for Learning (UDL), the conceptualization of a practical guide to train deaf individuals in a food industry factory. This guide aims not only to improve the integration and efficiency of deaf employees but also to transform perceptions of disability in the food sector. It proposes establishing an accessible training model that other companies can adopt. Furthermore, it underscores the importance of raising awareness among employers and coworkers about the use of accessibility tools, highlighting that implementing educational programs tailored to the needs of this community would contribute to a more inclusive and productive work environment. The analysis, oriented toward practical application, also complies with local and international food safety regulations, demonstrating the benefits of having a diverse and equitable workforce.

HETS Chair Message

Gladys Nieves — 2025-05-21

Message from the Chief Editor

Pamela A. (Krauser) Vargas — 2025-05-21