Skip to Search Skip to Global Navigation Skip to Local Navigation Skip to Content
Show/Hide University Links

The Center for Research and Policy in Education

The Center for Research and Policy in Education welcomes you!

The Center for Research and Policy in Education welcomes you!


Conference Presentations

Nora, A., Carales, V., & Rendon, L.I. (2016). Finding Place: Cognitive and Psychosocial Factors Impacting Students’ Sense of Belonging. American Educational Research Association, Washington, DC.


Nora, A., & Rendon, L.I. Debunking Deficit Perspectives about Latin@ Students: An Asset-Based Framework to Foster Success (April, 2015), American Association for Hispanics in Higher Education (AAHHE).


Rendon, L.I. Understanding the Latina/o College Student Journey at a Hispanic Serving Institution: An Asset-Based Paradigm (April, 2014), American Educational Research Association (AERA).


Kanagala, V., & Rendon, L.I. Latino/a College Experiences and Completion at Hispanic Serving Institution, ASHE, St. Louis, Missouri. (November 14, 2013).


Kanagala, V., Nora, A., & Rendon, L.I. A Retrospective Study of Latino College Completion, ASHE St. Louis, Missouri. (November 15, 2013).


Awards, Honors, & Distinctions

 


2017  Nora—University of Texas at San Antonio’s 2017 President’s Distinguished Achievement Award for Research Achievement


 

2017  Rendon—Board of Trustees, John N. Gardner Institute for Excellence in Undergraduate Education

 


 

2015-Present  Rendon—Fellow, Mind and Life Institute


2007-2016  Rendon—Chair, Student Retention Institute, American Association of Hispanics in Higher Education


2014  Rendon—Selected to deliver Terry Piper Distinguished Lecture. California State University-Northridge


2013  Rendon—Named Among Most Powerful and Influential Women in Texas, Texas Diversity Council


 

2012  Rendon—Distinguished Graduate—Outstanding Former Student, San Antonio College, Texas

 


2012  Nora – Research Achievement Award, Association for the Study of Higher Education


2012  Nora and Rendon—Distinguished Research on Latinos and Underrepresented Students, University of Southern California Higher Education Program


2012  Rendon—UTSA Top Tier Campaign Faculty


2010  Nora – Selected as AERA Fellow, Class of 2010, American Educational Research Association


 

Grant Activity

Grant Proposals Submitted by Research Center (funded and unfunded)

 

NRT: Discovering, Understanding, Enabling, and Controlling Collective Interactions in Multifunctional Materials, National Science Foundation/NRT. Funding requesting: $1,500,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, Southwest Research Center, postsecondary institutions in China, Taiwan, and other countries. Grant award to be announced: Proposal re-submitted March 2017.


NRT-IGE: Dynamic Interdisciplinary Science Communication for Underrepresented Student Success (DISCUSS). Funding requested: $500,000. Proposal submitted February 2017.


Edgewood YES (Youth Engaged in Scholarship) Collective. Funding requested: $121289. Proposal submitted March 2017.


NRT: Discovering, Understanding, Enabling, and Controlling Collective Interactions in Multifunctional Materials, National Science Foundation/NRT. Funding requesting: $1,500,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, Southwest Research Center, postsecondary institutions in China, Taiwan, and other countries. Grant award to be announced: Proposal submitted February 2016. (not funded)


Transfer Plus Project, U.S. Department of Education. Funding requested: $3,200,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio and Laredo Community College. Grant award announced: July 2015. (not funded)


The Transfer Experience Project, U.S. Department of Education. Funding requested: $3,700,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, San Antonio College, and Laredo Community College. Grant announced: July 2014. (not funded)


NASA Educator Professional Development (EPD), National Aeronautics and Space Administration, NASA Office of Education. Funding requesting: $5,000,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, Texas Institute of Western Cultures, Smithsonian Institute, NASA, school districts in San Antonio, and tribal colleges. Grant award announced: October 2014. (not funded)


NRT: Discovering, Understanding, Enabling, and Controlling Collective Interactions in Multifunctional Materials, National Science Foundation/NRT. Funding requesting: $7,000,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, Southwest Research Center, postsecondary institutions in China, Taiwan, and other countries. Grant award announced: October 2014. (not funded)


Gaining Early Awareness and Readiness for Undergraduate Programs (Partnership Grants), Department of Education. Funding requested: $7,000,000 over five years. Co-Principal Investigating Institutions: University of Texas at San Antonio, Alamo Colleges, Region 20, and 12 Texas rural high schools. Grant award announced: October 2014. (not funded)


Grant Award from the TG Foundation. $198,419 (2012-2013). Co-Principal Investigator.


National Latino Education Research Initiative. ($10,000) Funded.  Hispanic Association of Colleges and Universities. 2012-2013.


Grant Award from the Lumina Foundation, collaborative with the San Antonio Education Partnership and the Mayor’s Office ($125,000), data analysis and evaluation of database on preparing students for college (2011-2013). Co-Principal Investigator.


STEM Learning Assistant Program ($5,000,000, Not Funded). University of Texas at San Antonio (UTSA) in collaboration with faculty from Florida International University (FIU) in Miami, Florida. The proposal was created in response to the Department of Education Title V solicitation 84.031C.


Development of Latin@ Student Success Framework: An Empirical Model ($30,000, Not Funded). Sponsored by AERA.


 

Center Partners


External Partners

 

·  Lumina Foundation (Diplomas Project)

·  TG Philanthropy

·  Hispanic Association for Colleges and Universities (HACU)

·  American Association of Hispanics in Higher Education (AAHHE)

·  Café College

·  San Antonio Education Partnership

·  Laredo Community College

·  Education Policy Institute

·  Catch the Next Puente

·  Educational Testing Service

 


UTSA Campus Partners

 

·  Sam Gonzalez, Vice President for Student Affairs,

·  Jan McKinney, Director of Communications, Office of the VP for Student Affairs

·  Dr. Steve Wilkerson, Associate Vice Provost for Institutional Research

·  UTSA Graduation Rate Improvement Plan (GRIP) Initiative

·  Tomas Rivera Center

·  Dr. Jude Valdez, Vice President for Community Services

·  Dr. Joseph Kulhanek, Assistant Vice President for P-20 Initiatives


 

Advisory Boards/Panels

National Advisory Board: The National Advisory Board consists of representatives of the University of Texas at San Antonio and external representatives who are knowledgeable about PreK-16+ issues related to student success. The National Advisory Board advises the Directors and the Dean of the College on the overall direction of the Center’s research programs and major initiatives. The National Advisory Board was appointed by the Director in consultation with the Dean of the College. It meets at least once each year. Presently, the Board consists of the following members:


 

 



Operations Board:
  Oversight of the operations of the Center resides in an Operations Board. The Operations Board reviews Center activity, proposes new initiatives, and identifies opportunities for resource acquisition. The Operations Board is comprised of the Directors, the Dean of the College (ex-officio member), the Chair of the Educational Leadership and Policy Studies department (ex-officio member) and other persons as deemed appropriate. The Operations Board meets at least quarterly, and its members attend meetings of the National Advisory Board.


Center Research Associates: The Center maintains a membership of Research Associates. All participants in the research activities that are sponsored in full or in part by the Center are considered Research Associates. Any member of the faculty of the University of Texas at San Antonio faculty who is interested in the work of the Center may apply for Research Associate status to the Directors. Current CRPE Research Associates include the following:

 

 

 

 

 

 

 

 


 

Publications

The Center has been very active and highly-visible in terms of research and publications. A list of publications authored or co-authored by CRPE staff is provided below.

 



Refereed Research Journal Articles

Nora, A., & Carales, V. (under review). Finding place: Cognitive and psychosocial factors impacting students’ sense of belonging. Submitted to The Journal of Higher Education.


Kanagala, V., Rendon, L. & Nora, A. (2016). A framework for understanding Latino/a cultural wealth. Diversity & Democracy, 19(1).


Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes. Review of Educational Research, 85(2), 249-274. DOI:10.3102/0034654314551064


Espino, M., Vega, I., Rendon, L, Ranero, J. & Muniz, M. (2012).  The process of reflexion in bridging testimonios across lived experience. Equity and Excellence in Education, 45:3, 444-459.


Rendón, L & Munoz, S. (EDS) (2011).  Revisiting validation theory.  Theoretical foundations, applications, and extensions. Special Issue of Enrollment Management Journal, Vol 5, No.2., 12-33. 


Rendon, L. & Munoz, S. Eds. (2011). Special Issue of Enrollment Management Journal.


Nora, A., Crisp, G., & Matthews, C. (2011). A Reconceptualization of CCSSE’s Benchmarks of Student Engagement. The Review of Higher Education, 35(1), 105-130. ISSN: 0162-5748


Nora, A., Urick, A., & Quiroz, P. (Summer 2011). Validating students: A conceptualization and overview of its impact on student experiences and outcomes. Enrollment Management Journal, 5(2), 34-52.


Rendon, L. (2011). Cultivating una persona educada. A sentipensante (sensing/thinking) vision of education.  Journal of College and Character.  Volume 12, No. 2, 1-9.


Crisp, G., & Nora, A. (2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51(2), 175-194. DOI: 10.1007/s11162-009-9151-x


Nora, A., & Crisp, G. (2009). Hispanics and higher education: An overview of research, theory and practice. In  J.C. Smart’s (Ed.), Handbook of Higher Education: Theory and Research. New York, NY: Agathon Press.






Non-refereed Journal Articles

Kanagala, V. & Rendon, L. (2013).  Birthing internal images: Employing the cajita project in a college classroom.  In Sanders, L.A. (Ed). New Directions in Teaching and Learning #134. 41-52.


Nora, A., Crisp, G., & Reyes, N. (2013). Higher Education. In Oxford Bibliographies in Latino Studies. Ed. Ilan Stavans. New York: Oxford University Press.

 



Books

de los Santos, A., Rendon, L., Keller, G., Acereda, A., Bensimon, E., & Tannenbaum, R. (in press). Hispanic students move forward: Policies, planning and progress in promoting access. Hispanic Research Center’s Bilingual Press, Arizona State University.


de los Santos, A., Rendon, L., Keller, G., Acereda, A., Bensimon, E., & Tannenbaum, R. (in press). New directions in Hispanic student assessment and academic preparation. Hispanic Research Center’s Bilingual Press, Arizona State University.


Rendon, L.I., & Kanagala, V. (Eds.) (in press). The Latino student guide to STEM careers. Greenwood Press.


Harper, S.R., Jackson, J., Austin, A., Conrad, C., Kezar, A., Rendon, L.I., & St. John, E. (Eds.). (2011). Introduction to American Higher Education. New York: Rutledge.



Book Chapters

Nora, A., & Carales, V. (in press). Latino college students: A trajectory in the right direction after year of despondency. In de los Santos, A., Rendon, L., Keller, G., Acereda, A., Bensimon, E., & Tannenbaum, R. (Eds.), Hispanic students move forward: Policies, planning and progress in promoting access. Hispanic Research Center’s Bilingual Press, Arizona State University.


Carales, V., Beldsoe,R., & Nora, A. (in press). Paying for college. In L. Rendon, & Kanagala, V. (Eds.), The Latino student guide to STEM careers. Greenwood Press


 

Rendon, L. I. (2016). Introduction. In Kristan Venegas & Ronald Hallett (Eds.), Latino College Students in U.S. Colleges and Universities: 21st Century Perspectives. Special issue of theJournal of Latino-Latin American Studies. Omaha, Nebraska: Journal of Latino-Latin American Studies

 


Rendon, L.I., Nora, A., & Kanagala, V. (2014). Ventiajas/assets y conocimientos/knowledge: Leveraging Latin@ strengths to foster student success. In F. Bonner, Elon Dancy, T., Mendez, J., & Palmer, R. (Eds.), The future of Hispanic-serving institutions in American higher education: A guide to overcoming obstacles to student learning. Sterling, VA: Stylus Press.


Rendon, L.I. & Kanagala V. (2014). Contemplative pedagogy in a culturally diverse classroom.  In Tobolowsky, B.F. (Ed.).  Paths to learning.  Teaching for engagement in college.  Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. 

 


Nora, A., & Crisp, G. (2012). Student persistence and subsequent degree attainment beyond the first year in college: Existing knowledge and directions for future research. In A. Seidman (Ed.) College Student Retention: Formula for Student Success, 2nd Edition (pp. 229-250). Lanham, Maryland: Rowman & Littlefield Publishers, Inc.


 

Rendon, L (2011).  Preface to Section on College Students. In S.R. Harper & J.F.L. Jackson (Eds).  Introduction to American Higher Education.  New York: Routledge.


Rendon, L.I. , Kanagala, V., & Bledsoe, R. (In Progress). Shattering the deficit paradigm: Toward a culturally-validating Latino student success framework. In A. Acereda, Bensimon, E., de los Santos, A., Keller, G., Rendon, L., & Tannenbaum, R. (Eds.). (Under Contract). Hispanic students move forward: Assessment, access and achievement. Albany, NY: SUNY Press.



Commissioned Papers

Kanagala, V., & Rendon, L.I. (2013). A study of collective impact in the San Antonio Diplomas Project. Commissioned paper for Diplomas Project.


Rendon, L., Dowd, A., & Nora, A. (2012) Priced out. A closer look at postsecondary affordability for Latino students. Commissioned paper for President Barack Obama’s White House Initiative on Educational Excellence for Hispanics.



White Papers

Crisp, G., & Nora, A. (2012). Overview of Hispanics in science, mathematics, engineering and technology (STEM): K-16 representation, preparation and participation. White paper prepared for Hispanic Association of Colleges and Universities.


Nora, A., & Crisp, G. (2012). Hispanic student participation and success in developmental education. White paper prepared for Hispanic Association of Colleges and Universities grant award to CRPE.


Nunez, A.M., Crisp, G., & Elizondo, D. (2012). First Generation Latino/as. White paper prepared for Hispanic Association of Colleges and Universities grant award to CRPE.


Nora, A., & Crisp, G. (2012). Future research on Hispanic students: What have we yet to learn and what new and diverse perspectives are needed to examine Latino success in higher education. White paper for Hispanic Association for Colleges and Universities (HACU). San Antonio, Texas.


Crisp, G., & Nora, A. (2012). Hispanic and higher education: An overview of research, theory and practice. White paper prepared for the Hispanic Association of Colleges and Universities.


Nora, A., & Reyes, N. (2012). Lost among the data: A review of Latino first generation college students. White paper for Hispanic Association for Colleges and Universities (HACU). San Antonio, Texas.


Nora, A., & Crisp, G. (2012). Overview of Hispanics in science, mathematics, engineering and technology (STEM): K-16 representation, preparation, and participation. White paper for Hispanic Association for Colleges and Universities (HACU). San Antonio, Texas.




Editorial Work

 

Dr. Amaury Nora

2004-2014  Editor, The Review of Higher Education, Journal for the Association for the Study of Higher Education (ASHE)


1998-2009  Editorial Board, Journal of College Student Retention: Research, Theory and Practice


2008  Co-Editor, Special Issue on the Impact of Technology on Student Persistence, Journal of College Student Retention: Research, Theory and Practice


2006  Co-Editor, Special Issue on Hispanic Students in Higher Education, Journal of Hispanic Higher Education


2002-2006  Editorial Board, Journal of Hispanic Higher Education


1997-2003  Editorial Board, The Journal of Higher Education


1990-2000  Editorial Board, Research in Higher Education


1994-1996  Associate Editor on Equity Issues, Higher Education: Handbook of Theory and Research


1989-1995  Consulting editor and manuscript reviewer for The Journal of Higher Education


1988-1991  Editorial Board, The Review of Higher Education



Dr. Laura Rendon

2011-2016  Editor and Founder,PERSPECTIVAS, a policy brief series sponsored by the American Association of Hispanics in Higher Education, ETS and the UTSA Center for Research and Policy in Education


2015-Present  Editorial Advisory Board, Chicana/Latina Studies: The Journal of MALCS 


2009-2015  Advisory Board,Journal of Student Affairs Research & Practice, NASPA


2011-Present  Editorial Advisory Board,The National Teaching and Learning Forum


2011-Present  Editorial Board,Religion and Education


1993-Present   Associate Editor,The Journal of Women and Minorities in Science and Engineering.  Virginia Polytechnic Institute.


2011  Guest Editor,Enrollment Management Journal


2011  Editorial Reviewer,Southwest Teaching and Learning Journal


2008-2011  Editorial Board,Enrollment Management Journal.  Sponsored by TG.

Invited Presentations

Rendon, L.I. Leveraging Student Assets to Foster Success, Vanderbilt University, January 2, 2017


Rendon, L.I. Working With Student Assets and Contemplative Pedagogy, CSU-Fresno, January 28, 2017


Rendon, L.I. Fostering Student Success: Employing Validation, High Impact Practices and an Asset-Based Framework, CSU- Stanislaus, February 1, 2017


Rendon, L.I. Working With Student Assets to Foster Success, Naropa University, March 8, 2017


Rendon, L.I. Success for All Students, The Importance of Validation High Impact Learning Experiences and Student Assets, University of Colorado, Boulder—March 9 and 15, 2017


Rendon, L.I. Toward An Education That Reflects the Realities of Today’s Community College Students, College of the Redwoods, April 6, 2017


Rendon, L.I. The Inclusive, Socially Just University. Student Assets, High Impact Practices and Personal and Social Transformation. Governor’s State University, April 28, 2017


Rendon, L.I. Developing An Asset-Based Framework for Student Success. University of Wisconsin-Whitewater, May 18, 2017


Nora, A. The Impact of a State Grants Program on Student Outcomes: Access, Persistence, and Graduation. University of Houston (May, 2016).


Rendon, L.I. Employing Validation to Foster Student Success. NODA Conference, 2016.


Rendon, L.I. Preparing Students for Academic Success. Catholic University of Chile, Santiago, Chile, 2016.


Rendon, L.I. Leveraging Student Assets in Community Colleges. North Texas Community College Consortium, 2016.


Rendon, L.I. Validation Theory Workshop. Worcester State University, Worcester, MA, 2016.


Rendon, L.I. Fostering Equity and Student Success in Higher Education. Worcester State University, Worcester, MA, 2016


Rendon, L.I. Employing An Asset-Based Framework to Foster Equity, Inclusion and Student Success.  Grand Valley State University, Grand Rapids, Michigan, August 2016.


Rendon, L.I. Raising the Bar Toward Student Success. New Mexico State University, 2016.


Rendon, L.I. Toward An Education That Reflects the Realities of Community College Students. East Los Angeles Community College, 2016.


Rendon, L.I. Employing An Asset-Based Framework to Foster Equity, Inclusion and Student Success.  Illinois Latino Association, 2016.


Rendon, L.I. Toward An Education That Reflects the Realities of Community College Students. Mira Mar Community College, 2016.


Rendon, L.I. The Importance of Working With A Culturally-Validating, Asset-Based Student Success Framework in STEM. STEM Cultural Colloquium, University of New Mexico, 2016.


Rendon, L.I. Employing An Asset Based Framework to Foster Student Success.  Community College Association of Texas Trustees, 2016.


Rendon, L.I. Toward An Education That Reflects the Realities of Today’s Community College Students, East Los Angeles Community College, December 2, 1016


Rendon, L.I. Recruitment, Development and Retention of Latino Culturally Sensitive Educators, Arizona Hispanic Community Forum, 2015.


Rendon, L.I. Success for All Students. Iowa STEM Initiative, 2015.


Rendon, L.I. Embracing Vulnerability and Empowerment in the Quest for Liberation, CSU-Sacramento, 2015.


Rendon, L.I. Working With An Asset-Based Framework and Contemplative Pedagogy to Foster Success. University of La Verne, 2015.


Rendon, L.I. Recruitment, Development and Retention of Latino Culturally Sensitive Educators. Arizona Hispanic Community Forum. (2015).


Rendon, L.I. Working With An Asset-Based Framework and Contemplative Pedagogy to Foster Success. University of LaVerne. (2015).


Rendon, L.I., & Nora, A. A Contemporary Analysis of Latino/a College Experiences and Completion (Part 2). San Antonio Diplomas Project Staff. (March, 2014).


Rendon, L.I. Fostering Success for Latin@ Students in Community Colleges. Iowa Latino Initiative. (2014).


Rendon, L.I. Leveraging Student Strengths to Foster Success, Student Success Symposium, Education Policy Institute, San Antonio, TX. (2014).


Rendon, L.I. Validation Theory: An Asset-Based Framework to Foster Student Success. Catch the Next Puente. (2014).


Rendon, L.I., & Nora, A., & Kanagala, V. Fostering Success for UTSA Students, College Completion Academy, UTSA. (2014).


Rendon, L.I. Fostering Success for Community College Students. San Antonio College, San Antonio, TX. (2014).


Rendon, L.I. Mentoring Students. UTSA, San Antonio, TX. (2014).


Rendon, L.I. Succeeding in the Community College. Pasadena City College, Pasadena, CA. (2014).


Rendon, L.I., Leveraging Student Strengths to Foster Success, Terry Piper Distinguished Lecture, CSU-Northridge, Northridge, CA. (2014).


Rendon, L.I. Validation Theory and Student Success. Cafe College, San Antonio, TX. (2014).


Rendon, L.I. Validation Theory and Student Success. Community College of San Mateo, San Mateo, CA. (2014).


Rendon, L.I. , Nora, A., & Kanagala, V. Fostering Latin@ Student Success, Student Success Institute, American Association of Hispanics in Higher Education, Costa Mesa, CA. (2014).


Rendon, L.I. Fostering Success for Latin@ Students in Community Colleges, Iowa Latino Initiative, Iowa State University, Ankeny, IA., 2014.


Rendon, L.I. Leveraging Student Strengths to Foster Success. Student Success Conference, Education Policy Institute, San Antonio, TX, 2014.


Nora, A., & Rendon, L.I. College Completion Academy, Fostering Success for UTSA Students, UTSA, 2014.


Rendon, L.I. Fostering Success for Community College Students, San Antonio College, San Antonio, TX. 2014.


Rendon, L.I. Succeeding in the Community College, Pasadena City College, Pasadena, CA, 2014.


Rendon, L.I. Terry Piper Distinguished Lecture, Leveraging Student Strengths to Foster Success, CSU-Northridge, Northridge, CA, 2014.


Rendon, L.I. Validation Theory and Student Success, Cafe College, San Antonio, TX, 2014.


Rendon, L.I. Validation Theory and Student Success, Community College of San Mateo, San Mateo, CA. 2014.


Nora, A., & Rendon, L.I. Student Success Institute, Fostering Latin@ Student Success, American Association of Hispanics in Higher Education, Costa Mesa, CA. (2014).


Rendon, L.I., & Nora, A. A Contemporary Analysis of Latino/a College Experiences and Completion (Part 1). San Antonio Diplomas Project Staff.(Sept, 2013).


Rendon, L. I. & Nora, A., Latino College Completion. Cafe College, San Antonio, TX. (September 24, 2013).


Rendon, L.I. Developing a Latino/a Research Agenda. National Latino Scholars Symposium, , UTSA & HACU, San Antonio, TX. (June 10, 2012).


Rendon, L. I., Dowd, A., & Nora, A. Priced Out: A Closer Look at Postsecondary Financial Aid for Latinos. White House Symposium, White House Initiative on Excellence for Hispanic Americans, Los Angeles, CA. (August 17, 2012).


Rendon, L.I. Research on Latino Student Success. Latino Legacy Conference, Austin, TX. (May 26, 2012).


Rendon, L.I. Validation Theory and Student Success. American Association of Hispanics in Higher Education, Costa Mesa, CA. (March 8, 2012).


Rendon, L. I. (Panelist). Latino Student Success Outcomes. Annual HBCU, HSI and Tribal College Conference, ETS, San Antonio, TX. (February 23, 2012).


Rendon, L.I. Research on Student Success, Validation Theory and Student Success. TG, San Antonio, TX. (March 29, 2012).


 

About the Center

 

The mission of the Center is to generate quantitative and qualitative empirical investigations that lead to the identification of factors and processes underlying student adjustment, academic performance, retention and, ultimately, educational success. The CRPE is aimed at informing practice and policy for educational institutions throughout the educational pipeline that seek to improve student success.


The CRPE aligns with UTSA’s vision to move into the ranks of premier research universities in the nation. Further, this Center provides the vehicle in which faculty in the College of Education and Human Development (COEHD) can engage in thematic research within a single administrative structure that provides the space, resources and support to carry out a formal research program. The goal is for faculty to view this Center as the intellectual space in which to engage in collaborative research that seeks to expand human potential especially in educational settings throughout the P-20 system.


a) A focus on research that expands human potential. A key research cluster for UTSA is the focus on Social and Educational Transformation. The field of education creates multiple and extensive opportunities to expand human and social development through P-20 education reform that results in: 1) high-performing schools where all students can succeed and 2) high-quality institutions of higher education that graduate the next generation of leaders in American society. This Center was designed to be UTSA’s premier research and policy center focusing on expanding human potential, and is involved in empirical studies that advance knowledge about human learning, school and college transformation, P-20 systemic change, college access and completion, as well as family and community involvement in education and human well-being.


b) An interdisciplinary approach to inquiry. In conducting cutting-edge educational research, all efforts are made to approach studies using methods and insights from several established disciplines/fields of study. For example, a study focusing on improving student success in STEM fields might involve collaboration with the UTSA College of Engineering and/or College of Sciences, and use research tools and theoretical frameworks from fields such as anthropology, psychology and sociology.


c) A collaborative approach that involves research partners at the local, state, national and international level. The study of human problems in the field of education requires establishing partnerships with entities that can benefit from the research findings. Partners for this Center include UTSA programs such as the Tomas Rivera Center for Student Success, the Honors College, Learning Communities, the Institute for P-20 Initiatives, TRIO, etc. Local and regional partnerships have been established with San Antonio school districts, community colleges and the San Antonio Education Partnership, among others.


d) An emphasis on conducting research that can help shape practice and policy. The Center disseminates policy briefs, research studies, tool kits, audiovisual materials and research reports that highlight research findings with an eye toward employing those findings to improve practice and policy. For example, the Center has issued press releases on study findings, hosted brown bags and colloquia, as well as disseminated research at top-tier conferences and with entities such as the Texas Higher Education Coordinating Board.  Center services include research and evaluation studies, workshops and short courses/seminars.


 

Training Sessions/Workshops


Understanding College Completion Trajectory of Latino Students at a Hispanic Serving Institution (March 6, 2014), American Association for Hispanics in Higher Education (AAHHE).

 


Leveraging Student Strengths to Support Student Success (April, 2014), College Completion Academy, University of Texas at San Antonio.


A Retrospective Case Study of Hispanic College Students at UTSA: An Exploratory Profile (May, 2014), College Completion Academy, University of Texas at San Antonio.


UTSA Undergraduate Student Survey 2014: Latent Constructs in the Conceptual Framework (May, 2014), College Completion Academy, University of Texas at San Antonio.


The Latino/a College Experience at UTSA: Identifying Pathways towards Degree Completion, Faculty Senate at University of Texas at San Antonio.


Leveraging Student Strengths to Support Student Services (March 2014), 2014 Terry Piper Lecture.


Leveraging Student Strengths to Support Student Services (April, 2014), San Antonio College System.


 

Staff

 

Dr. Laura Rendón, Co-Director


Laura I. Rendón is Professor Emeritus of Higher Education in the College of Education and Human Development at The University of Texas at San Antonio. Rendón earned a Ph.D. in higher education administration from the University of Michigan, Ann Arbor. She holds a M.A. in counseling and guidance and psychology from Texas A&M University-Kingsville. She earned a B.A. in English and journalism from the University of Houston, and holds an associate of arts degree from San Antonio College. Rendón also attended Laredo Community College.


Rendón is an active scholar whose research has been published in key education research journals. She is also the author of Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Moreover, she is co-editor of books and monographs including: 1) Transforming the First Year of College for Students of Color, 2) Educating a New Majority, 3) Introduction to American Higher Education, and 4) Racial and Ethnic Diversity in Higher Education ASHE Reader.

 


She is one of the founders and former Board Chair of the National Council for Community and Education Partnerships (Washington, DC) focused on providing access to college for low-income students. She has also served on the Board of Trustees for Naropa University in Boulder, Colorado. Further, Rendón has designed and coordinated the yearly Latino/a Student Success Institute for the American Association of Hispanics in Higher Education.



Dr. Amaury Nora, Co-Director

 

Dr. Amaury Nora is Professor of Higher Education, Co-Director of the Center for Research and Policy in Education, and Associate Dean for Research in the College of Education and Human Development at the University of Texas at San Antonio. He is also Editor of The Review of Higher Education, the journal for the Association for the Study of Higher Education (ASHE). Dr. Nora was inducted into the Class of 2009 as an AERA Fellow for his scholarship in the field of higher education. His research has focused on theoretical perspectives related to student persistence, the role of college on diverse student populations across different types of institutions, and the development of retention models that integrate economic theories and psychosocial perspectives within college persistence frameworks. The extent of his inquiries has contributed to traditional as well as non-traditional lines of research on college student persistence. Nora has served on the editorial boards of Research in Higher Education, The Review of Higher Education, The Journal of Higher Education, Journal of Hispanic Higher Education and The Journal of College Student Retention: Research and Theory.


Dr. Nora is currently a member of a Technical Review Panel for the U.S. Department of Education and the National Center for Education Statistics (NCES) focused on the HSLS:09 national longitudinal study. He has also served as consultant to the American Council of Education, National Advisory Board member for the evaluation of GEAR UP, and reviewer for the National Research Council in Washington, DC. He has numerous publications in The Review of Higher Education (RHE), The Journal of Higher Education (JHE),Research in Higher Education (RHE), Review of Education Research (RER), and the American Educational Research Journal.

 

Knowledge Essays


Knowledge Essays represent research and policy studies conducted by Center scholars.  These essays address some of the most important practice and policy issues impacting American higher education.


Ventajas/Assets y Conocimientos/Knowledge

Priced Out

Perspectivas


PERSPECTIVAS is a policy brief series produced in partnership with the American Association of Hispanics in Higher Education (AAHHE), Educational Testing Service (ETS) and the Center for Research and Policy in Education, The University of Texas at San Antonio (UTSA). The purpose of PERSPECTIVAS is to provide a venue for policy formulation, to highlight best practices and to disseminate cutting edge research to improve access, retention and graduation of Latina/o American students in higher education.


Perspectivas, Issue No. 1

Perspectivas, Issue No. 2

Perspectivas, Issue No. 3

Perspectivas, Issue No. 4

Welcome

Welcome to the Center for Research and Policy in Education!


The CRPE aligns with UTSA’s vision to move into the ranks of premier research universities in the nation. Further, this Center provides the vehicle in which faculty in the College of Education and Human Development (COEHD) can engage in thematic research within a single administrative structure that provides the space, resources and support to carry out a formal research program. The goal is for faculty to view this Center as the intellectual space in which to engage in collaborative research that seeks to expand human potential especially in educational settings throughout the P-20 system.


The mission of the Center is to generate quantitative and qualitative empirical investigations that lead to the identification of factors and processes underlying student adjustment, academic performance, retention and, ultimately, educational success. The CRPE is aimed at informing practice and policy for educational institutions throughout the educational pipeline that seek to improve student success.