Empowering student researchers: Critical contributions by emerging 21st Century scholars

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dc.contributor.authorPletcher, Bethanie
dc.contributor.authorBruun, Faye
dc.contributor.authorBanda, Rosa
dc.contributor.authorWatson, Krystal
dc.contributor.authorPerez, Angela S.
dc.contributor.authorMejia, Alissa
dc.contributor.authorCourtland, Darcy
dc.contributor.authorPeltier, Sharla Msko-kii
dc.contributor.authorAucoin, Brina
dc.contributor.authorCook, Candi
dc.contributor.authorHamilton, Lesley
dc.contributor.authorOberhofer, Caitlin
dc.contributor.authorSykes, Jessica
dc.date.accessioned2023-11-28T19:53:58Z
dc.date.available2023-11-28T19:53:58Z
dc.date.issued2021
dc.descriptionThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. ISBN 978-1-7348790-0-1 Published 2021 by CEDER, Texas A&M University-Corpus Christi
dc.description.abstractThis yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER), the research and development arm of the College of Education and Human Development at Texas A&M University–Corpus Christi. With this edition of the CEDER Yearbook, the editors wished to support student researchers as emerging scholars. The call for proposals asked for empirical, conceptual and theoretical contributions to the area of research conducted by students. Personal Perspectives and Research Focus of students include the following categories: Culture, International Students, Men of Color, Teaching, Doctoral Students, Latino/a Culture, STEM, LBGTQ, Policy and Administration, Student Faculty, and Curriculum. The intended audience for this yearbook includes educators, decision-makers, policymakers, and leaders within faculty and student development programs as well as international student departments. We would like to thank our colleagues: David Scott, Dean of the College Education and Human Development, for his support and entrusting the CEDER Yearbook to us; Alissa Mejia, our associate editor, for her patience, continued encouragement, eye for detail, and guidance; our editorial advisory board; the thoughtful comments and recommendations offered by our peer reviewers, which are essential to the quality of the CEDER Yearbook; and to all wonderful contributors for their persistence, effort, and extraordinary ability to write. Without your experiences and research, this yearbook would not exist. A call for proposals was issued to a variety of universities and professional organizations. Two hundred and sixty-four articles from a total of 217 authors representing 72 different universities were submitted for the yearbook. Those blinded articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editors of the yearbook. The editorial team selected 21 articles for inclusion in this yearbook. The 2021 CEDER Yearbook is a peer-reviewed publication indexed in EBSCO, the Library of Congress, and the TAMU–CC research repository, which is widely available to university libraries and the general public.
dc.identifier.urihttps://hdl.handle.net/1969.6/97708
dc.language.isoen_US
dc.rightsCC BY-NC-ND 4.0 DEED Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecteducation
dc.subjecthigher education
dc.subjecteducation administration
dc.subjectresident assistant
dc.subjectcurriculum
dc.subjectphysical activity
dc.subjectLatina mentorship
dc.subjectinternational doctoral students
dc.subjectindigenous knowledge
dc.titleEmpowering student researchers: Critical contributions by emerging 21st Century scholars
dc.title.alternativeCEDER 2021
dc.typeArticle

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