Undergraduate News and Accomplishments

Crimson Award – This award is given to the highest ranking research projects in each SURCA category

Ashley Robillard (WSU Vancouver) and Karen Veloz
Biology, Criminal Justice and Criminology
Mentor: David Makin

“For our research, the question we were trying to answer was, ‘What is the level of readiness and preparedness related to DNA forensic evidence and how do we decide if the expansion of rapid DNA technology in Washington state is appropriate?’

“In this research, we found that in the absence of the Rapid DNA tool, officers find it most challenging to process evidence for DNA analysis because of the turnaround time. We were able to determine what crimes were more useful for DNA evidence and how frequently DNA was processed for that particular crime. Although the implementation of Rapid DNA technology is shown to be a good addition to law enforcement, our results show that officers are not ready. This research has brought our forensic passion into a new perspective that begins the conversation on how agencies can utilize new technology. We both feel grateful to have had this opportunity to work with Professor Makin and excited for what’s to come!”

Gray Award – This award is given to the second highest ranking research projects in each SURCA category

Giselle Jimenez
Criminal Justice and Criminology, Psychology, Spanish
Mentor: Jennifer Duckworth

“Background: Latinx U.S. college enrollment is growing rapidly, but disparities exist. Latinx students report more barriers to attending college than other students and are less likely to attain a college degree, therefore tailored interventions are a priority. Further, in Latinx cultures, children are often expected to stay/live at home with their parents, therefore, moving away may be difficult for Latinx students. Given the efficacy of the ‘Letting Go and Staying Connected’ parent-handbook intervention—which aims to provide parents tools to better support their college student while away from home for the first time—adapting the handbook for Latinx students may be useful. The present study uses qualitative interview data to address the following research questions: 1) Which experiences of sending their child to college are most impactful to Latinx parents? 2) How did the videos help expand the handbook project in meaningful, culturally relevant ways, and 3) What areas could be improved upon?

“Method: A multiphase cultural adaptation following the ADAPT-ITT model is underway which includes adapting the handbook into six engaging videos for Spanish-speaking parents of new college students—two of which have already been filmed. Nine parents of Spanish-speaking college students took part in online interviews where they watched two video modules and provided feedback. We are employing an inductive, thematic analyses to analyze these data. 

“Results: Overarching themes identified in preliminary findings include distance is difficult and letting go is hard for Latinx parents of college students. Latinx parents try to encourage autonomy for their college students, but also find that cultural factors and shifting parent roles make it challenging to let go of their college students. However, learning about first-hand accounts from other Latinx families, clarifying expectations prior to students leaving for college, and ongoing communication with their college students may help ameliorate these challenges. 

“Conclusion: Having a roadmap for Latinx parents as they navigate their children going to college is useful. Parents found the cultural adaptation of this parenting handbook intervention was helpful to see that they are not losing their student but students are coming back home with a broader perspective of the world.”