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Trends on Hispanic Higher Education

National Assessment of Educational Progress (NAEP) –  The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.
Closing the Digital Divide: Latinos and Technology Adoption – This report explores social media, digital technology and mobile technology use among Latinos, whites and blacks in 2012. The data used in this report are derived primarily from the Pew Hispanic Center’s 2012 National Survey of Latinos (NSL), which was conducted from Sept. 7 through Oct. 4, 2012, in all 50 states and the District of Columbia among a randomly selected, nationally representative sample of 1,765 Latino adults. The survey was conducted in both English and Spanish on cellular as well as landline telephones. The margin of error for the full sample is plus or minus 3.2 percentage points. Interviews were conducted for the Pew Hispanic Center by Social Science Research Solutions (SSRS).
Computing Alliance of Hispanic-Serving Institutions – Includes articles on research in Hispanics in different contexts, such as, pathways to graduation fro at risk students, Women in STEM, Hispanicity and Educational Inequality, Statistics of Hispanic Students, and topics related with recruitment, retention, and advancement of Hispanic students and faculty in science, technology, engineering and mathematics (STEM) in general and computing and information science and engineering (CISE) in particular.
Diversity and Inclusion in the Engineering Workplace: A Call for Majority Intentionality to Increase Career Self-Efficacy. Engineering has been a key component of the U.S.’s global technological superiority. U.S. racial demographics are changing, however. The number of whites currently in the workforce and the number entering the workforce will decrease over the next 30-40 years. The number of underrepresented minority engineering graduates is not on a path to meet the shortfall. Science, technology, engineering, and mathematics programs attempt to address this with attention in primary and secondary schools, and in college. Nonetheless, the underrepresented engineer enters the engineering workforce where career attainment is less likely than for the majority and where workplace environments can contain significant barriers.
Teaching competencies for new learning scenarios – One of the key issues of the agenda of current research related to educational technology refers to the new learning scenarios and their implications. In order to better understand the research on learning scenarios and their implications, some are highlighted which need to be further developed in research focusing on professional teaching competences. Such competences are necessary to adapt to the new way of understanding learning in a digital world. To this effect, some research in this area is reviewed, with grater emphasis on those lines still open which need greater attention.

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