While some higher education institutions attempt to help support and retain Latino students until graduation, these same institutions often neglect the experiences of Latino faculty members. The main challenges Latino faculties encounter in higher education include cultural taxation, discrimination, and feelings of isolation. Research is limited on the experiences and role of mentorship for Latino male faculty. This phenomenological study examines how Latino male faculty members in higher education perceive mentoring both as a mentee and as a mentor. This study also examines the impact of mentoring on professional development and the path of Latino male faculty. Findings illustrate that family values, mentoring in higher education, and desire to pay forward the mentoring experience are factors that impact Latino male faculty perception of mentorship.
Single crystal X-ray structures have been obtained for [Ag(L-cysteic acid)][Formula: see text] (1) and [Ag(L-cysteic acid)(H2O)][Formula: see text] (2) These compounds represent the first two structurally characterized complexes of cysteic acid. Network 1 is shown to adopt an infinite two-dimensional structure, describable as one-dimensional ribbons cross-linked into layers. The basic building block is a doubly carboxylate-bridged silver(I) dimer. Compound 1 crystallizes in the monoclinic space group P21 (a = 5.5066(3) Å, b = 7.5761(4) Å, c = 16.644(1) Å, β = 94.335(1)°). Compound 2, while differing chemically from 1 by only one water molecule, forms a three-dimensional structure built upon the same core dimer unit as that observed in 1. In 2, these units assemble in a different manner via the weak interactions and form a channel structure in which the guest water molecules are included. Compound 2 crystallizes in the monoclinic space group P21 (a = 8.120(2) Å, b = 9.805(2) Å, c = 9.204(2) Å, β = 98.45(3)°).Key words: silver, carboxylates, sulfonates, coordination polymer.
In an online, general education course, for a course grade, students were to submit video posts to an introductory course activity. Student responses (by text) were also required for that activity. Initial posts and responses were cataloged by race and gender across multiple sections of the course through multiple semesters and years. Statistical tests were performed to analyze mean numbers of responses and determined that evidence supported that different numbers of responses occurred depending on the race or gender of the original poster, but not both the race and the gender.
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