Directory » PAUL HERNANDEZ
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464-9229
Paul R. Hernandez, Ph.D., is an Associate Professor in the Department of Teaching, Learning, and Culture, and the Department of Educational Psychology at Texas A&M University. Dr. Hernandez teaches graduate courses in measurement, research design, and statistics.
With funding from the National Institutes of Health (NIH) and the National Science Foundation (NSF), Dr. Hernandez and his team are actively engaging students in their research. They study evidence-based interventions to support self-regulated learning, motivation, and identity development in students. Specifically, his research focuses on how mentorship, mastery experiences, and novel interventions promote learning strategies and regulate motivation and identity development, which are key mechanisms for persisting in higher education—particularly for students from historically underrepresented and excluded groups in STEM. His work has been published in Educational Psychology journals such as Contemporary Educational Psychology, Journal of Educational Psychology, and Journal of Experimental Education, as well as in high-impact STEM Education journals such as BioScience, CBE—Life Sciences Education, and PLoS ONE.
With funding from the National Institutes of Health (NIH) and the National Science Foundation (NSF), Dr. Hernandez and his team are actively engaging students in their research. They study evidence-based interventions to support self-regulated learning, motivation, and identity development in students. Specifically, his research focuses on how mentorship, mastery experiences, and novel interventions promote learning strategies and regulate motivation and identity development, which are key mechanisms for persisting in higher education—particularly for students from historically underrepresented and excluded groups in STEM. His work has been published in Educational Psychology journals such as Contemporary Educational Psychology, Journal of Educational Psychology, and Journal of Experimental Education, as well as in high-impact STEM Education journals such as BioScience, CBE—Life Sciences Education, and PLoS ONE.
Education
Ph.D., Educational Psychology, University of Connecticut (2011)
M.A., Experimental Psychology, California State University San Marcos (2007)
B.A., Sociology, University of California Santa Barbara (1998)
ANALYSIS AND REPORTING FOR RECORDS OF STUDY
EDCI 609 (Analysis and Reporting for Records of Study)
Analysis of field-generated and existing data, classroom observations, empirical tests, and discussions; links theoretical and practical educational theory to analyses of qualitative and quantitative data; teacher-leaders interpretation of classroom phenomena using research-based theories for teaching and learning.
COURSES TAUGHT
EDCI609. ANALY REPORT REC OF STDY
2020A
EDCI688. Research Methods III
Framework for understanding distinctions among research methodologies used in the field of curriculum and instruction; includes classes of research questions, methods of collecting and decisioning evidence; basic principles of multivariate statistics and their application in context of various research paradigms.
2022C
EPSY639. Experimental Research Design in Educational Settings
Design and implementation of field experiments or robust quasi-experiments in educational settings; linkages between research design and data analysis; measurement reliability and validity; ethics of research.
2023C
EPSY643. Applied Multivariate Methods
This seminar presents various techniques for applied multivariate modeling of phenomena in educational psychology.
2021C, 2024C
EPSY690. THEORY OF EPSY RSEARCH
2020C
RESEARCH PROJECTS
Balancing identities to broaden participation in STEM
NSF (#1920786)
The major goals of this project are test the extent to which establishing balanced identities supports academic persistence and success among underrepresented racial/ethnic minorities on their pathway to a career in STEM. Building on a successful two-year exploratory study funded through NSF-EAGER (award# 1745929), the study will determine how underrepresented minority and majority students achieve balance, as well as the importance of optimal balance for success and persistence in STEM. The study will also examine identity balance at the intersection of race/ethnic and gender identities, and measure the utility of undergraduate research and internship experiences at supporting identity balance.
The major goals of this project are test the extent to which establishing balanced identities supports academic persistence and success among underrepresented racial/ethnic minorities on their pathway to a career in STEM. Building on a successful two-year exploratory study funded through NSF-EAGER (award# 1745929), the study will determine how underrepresented minority and majority students achieve balance, as well as the importance of optimal balance for success and persistence in STEM. The study will also examine identity balance at the intersection of race/ethnic and gender identities, and measure the utility of undergraduate research and internship experiences at supporting identity balance.
Collaborative Research: PROmoting Geoscience Research Education and SuccesS (PROGRESS)
(NSF #2013333)
Female role models and mentors can play an important role in the lives of female students, especially when choosing and committing to a career path. We aim to diversify the geosciences by scaling-up PROGRESS (PROmoting Geoscience Research Education and SuccesS): a program that supports women through career role modeling as well as informal and peer mentoring.
Female role models and mentors can play an important role in the lives of female students, especially when choosing and committing to a career path. We aim to diversify the geosciences by scaling-up PROGRESS (PROmoting Geoscience Research Education and SuccesS): a program that supports women through career role modeling as well as informal and peer mentoring.
Families for STEM Success
(NIH U01GM138437-01)
The major goals of this project is to assess the short and longer-term impact of workshops designed for LatinX families to understand the value of a STEM degree, the compatibility between STEM and LatinX heritage, and the support incoming STEM majors need in order to persevere and graduate.
The major goals of this project is to assess the short and longer-term impact of workshops designed for LatinX families to understand the value of a STEM degree, the compatibility between STEM and LatinX heritage, and the support incoming STEM majors need in order to persevere and graduate.
Research Experiences and Mentorship as Critical Interventions to Advance Diversity in Biomedical Science
NIH (1R01GM151513-01)
The major goals of this project are to build on our established longitudinal panel of Black and Hispanic science majors to test the long-term effectiveness of two widely utilized interventions: undergraduate research experience and faculty mentorship. Results will inform best practices for these large-scale interventions in training the next generation of diverse biomedical researchers.
The major goals of this project are to build on our established longitudinal panel of Black and Hispanic science majors to test the long-term effectiveness of two widely utilized interventions: undergraduate research experience and faculty mentorship. Results will inform best practices for these large-scale interventions in training the next generation of diverse biomedical researchers.
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
NIH (R01 GM138700)
Building on research regarding the Tripartite Integration Model of Social Influence (TIMSI), Native American culture, and integrative identity, we propose to conduct a longitudinal quasi-experimental study to assess intervention impacts on Native biomedical scholar research career development. This proposed study will advance research in this area by assessing how and when Native scholars integrate into their professional communities and what interventions contribute towards that integration.
Building on research regarding the Tripartite Integration Model of Social Influence (TIMSI), Native American culture, and integrative identity, we propose to conduct a longitudinal quasi-experimental study to assess intervention impacts on Native biomedical scholar research career development. This proposed study will advance research in this area by assessing how and when Native scholars integrate into their professional communities and what interventions contribute towards that integration.
Studying Inclusive Mentor Networks to Diversify the Biomedical Workforce
(NIH 1 U01 GM132174-01)
The major goals of this project are to test the effect of a social inclusion intervention on the quality of mentorship and growth of supportive mentor networks among faculty in biomedical careers and students pursuing biomedical degrees.
The major goals of this project are to test the effect of a social inclusion intervention on the quality of mentorship and growth of supportive mentor networks among faculty in biomedical careers and students pursuing biomedical degrees.
Collaborative Research: Improving the recruitment and persistence of women in the Geosciences
[Completed 2020]
(NSF #1431795)
The major goals of this project are to develop and implement a theory-based co-curricular mentoring program for first- and second-year women in STEM with an interest in geoscience and determine the effect of mentoring on recruitment and retention into geoscience degree and career pathways.
(NSF #1431795)
The major goals of this project are to develop and implement a theory-based co-curricular mentoring program for first- and second-year women in STEM with an interest in geoscience and determine the effect of mentoring on recruitment and retention into geoscience degree and career pathways.
Developing a Measure of STEM Identity and Balance
[Completed 2020]
(NSF #1745929)
The study will determine how underrepresented minority and majority students achieve balance, as well as the importance of optimal balance for success and persistence in STEM. The study will also examine identity balance at the intersection of race/ethnic and gender identities, and measure the utility of undergraduate research and internship experiences at supporting identity balance.
(NSF #1745929)
The study will determine how underrepresented minority and majority students achieve balance, as well as the importance of optimal balance for success and persistence in STEM. The study will also examine identity balance at the intersection of race/ethnic and gender identities, and measure the utility of undergraduate research and internship experiences at supporting identity balance.