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Sodium dodecyl sulfate–polyacrylamide gel electrophoresis is a routine technique used in biochemistry. Air-drying is an economical method of gel preservation that does not require expensive equipment. Our laboratory uses drying frames from RPI, which recommends a drying solution of 20% ethanol and 10% glycerol. The solution performs well for gels up to 10% acrylamide and 0.75 mm thickness; however, crack formation may occur if nicks or bubbles are present. The literature shows various drying methods and combinations of alcohol (30–100%) and glycerol (5–35%), but still reports cracking problems. Tests were conducted to independently evaluate the effects of ethanol and glycerol concentration on gel cracking. Here we introduce a simple solution that does not require glycerol or modified frames to generate preserved, crack-free sodium dodecyl sulfate–polyacrylamide gel electrophoresis gels.

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined "why" gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.

According to the Hispanic Association of Colleges and Universities, Hispanic Serving Institutions (HSIs) are defined as colleges, universities, or system/districts where total Hispanic enrollment constitutes a minimum of 25% of the total enrollment. Due to the enrollment dependent nature of HSIs, an institution's designation may change over time. This article will include a discussion of how HSIs develop campus cultures that go beyond their designation to support the leader development of students.

American Indians are among the most underrepresented and underserved groups in higher education. Fifty-one out of every 100 American Indians graduate from high school. Of these 1, only 7 percent will enroll in college and ultimately earn a bachelor's degree within six years. Some American-Indian students fail to complete their studies for financial reasons. Financial aid--whether in the form of grants, loans or student employment--is of critical importance for American Indians. There are a variety of ways that American-Indian students can finance their educations. Funding is available from the federal government, state governments, tribal governments, institutional scholarships, and private scholarships. Increasing college completion rates among American Indians necessitates that students identify all potential sources of funding and have access to enough aid to enable them to attend and complete college. (Contains 9 tables and 2 figures.)

This article focuses on the Web-based resources available to low-income students as they build their perceptions, make their decisions, and engage in financial aid activities. Data are gathered from the results of six focus groups with low-income high school students attending urban high schools. Findings suggest that low-income students do have access to computers but lack the knowledge and support needed to navigate the financial aid resources available on-line. (Contains 1 table.)

The purpose of this chapter is to review the literature related to Hispanic-serving institutions and financial aid. Based on this review, a framework for guiding HSIs that considers the role of financial aid in meeting the needs of Latino/a students is suggested.

In this article the author addresses one of the essential questions that face teachers today: How can we welcome the foreign into our lessons in an authentic way that makes education relevant to the ongoing social, cultural, and political dialogues through which diverse learners understand themselves and their worlds? In response to this question, the author explores the value of teaching and learning with difficult artworks. Though not overtly controversial, difficult artworks often stage encounters with otherness that educators must decide how to navigate. In the context of the author's research, the term difficult is used to describe art that engages with issues such as love and sexuality, death and religious beliefs, or slavery and racial difference. While educators might fear relinquishing control of their curricula and pedagogies when discussing these weighty issues, it is imperative that they resist both didactic and idealistic visions of teaching. The author uses curriculum theory as a framework for investigating gallery teaching practices. Drawing on qualitative data gathered during an action research project at an urban encyclopedic art museum, the author discusses how the under-theorized tension between maintaining and yielding control of curricula inscribes educators' pedagogical thoughts and actions. Hospitality and the unexpected are considered as concepts for imagining curricula and pedagogies that might embrace the foreign as a vitally relevant, integral part of teaching and learning.

This study highlights the narratives of five Latino males from three different postsecondary institutions--a community college, a four-year public state college, and a large private research university--and the impact of their participation in college preparation programs. The data is drawn from a study in which the impact of college preparation programs became evident. With a focus on the individual stores of these young men and their involvement in college preparation programs, this study provides recommendations for research, policy, and practice as a means of providing increased access to postsecondary education for Latino males.

This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years, students' sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a "funds of knowledge" framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success. (Contains 2 tables.)

Education and training for student affairs professionals does not end with a master's degree. Although graduate preparation programs establish the foundation and knowledge base upon which to build, ongoing professional development is required in order to be effective in addressing the needs of today's college and university students. With a significant number of new professionals employed in residential life-related positions where student interaction is significant, determining the need for professional growth and development for these staff is heightened. In an attempt to understand these needs as well as how to best address them, entry-level residential life professionals working in the field less than 5 years were asked to rate 30 issues in terms of level of need along with the top three delivery methods pertaining to training on each issue. Residential life staff can apply the results of this study to continue educating new professionals, assisting them with the skills necessary to effectively engage students in their development and learning. (Contains 1 table.)

Group presentations are an easy way to reach large groups of students and parents at one time. When group presentations are well done, they increase students' and families' knowledge of the financial aid process by providing information and building students' and their families' confidence as they navigate the financial aid process. Unfortunately, group presentations are seldom enough to meet the needs of students with the most complicated financial aid situations. In this article, the authors share findings related to group presentations on financial aid-related topics, focusing specifically on the questions that students and their parents ask at these meetings, when they asked them, and how presenters responded to the queries. Suggestions are provided for additional techniques that should supplement this approach, especially in the case of low-income urban college-bound students.

After-school education programs for at-risk students are often implemented to increase academic performance and college readiness. This article explores the terms "out-of-school" and "after-school" related to college preparation programs and suggests that these programs should consider attendance, participation and intensity to impact a student's success in college. The article concludes with four practical steps to improve the structural design of after-school programs concerned about college preparation.

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Detrimental differences in educational opportunities for students of color continue to exist in the post-Brown United States. This article focuses on inequities in access to higher education by addressing the following question: How do disparities in counseling services affect college access for students of color? Guided by a review of the literature, authors use data from a qualitative case study of high school guidance in an overcrowded school to illustrate the complexity of advising duties, structural constraints on effective guidance, and the effects of insufficient counseling on student perceptions of their support systems with regard to college-going.

Faculty at Columbia University's Earth Semester created the interdisciplinary Riparian Area Management Project to help students integrate information and skills from life sciences, geosciences, social sciences, and humanities focused coursework. Structured as a "consulting" contract, students were required to make a policy recommendation utilizing diverse data and struggling with the complexity inherent in a real situation with no single "right" answer. While Earth Semester was a unique program, the Riparian Project is adaptable to any educational system. (Contains 1 figure, 1 table and 1 footnote.)

Civic and political engagement are at an inflection point in the United States. While some forms of engagement are on a negative path (e.g. contested civic education, dwindling community group membership), other forms are increasing (e.g. unionization, volunteerism, protests) (Atwell, Stillerman, Bridgeland, 2021). Many scholars and activists claim that one way to increase civic and political engagement is through civic education, yet most studies of civic education deal with conventional public schools. Minimal attention has been paid to the civic/political engagement potential of alternative forms of education. This article seeks to add to the relatively small body of knowledge about democratic free schools and their outcomes, especially as related to civic and political engagement. The Albany Free School (AFS) is a democratic free school where students self-direct their education. Such schools are part of a counter-hegemonic movement in the United States that dates back to the early 20th century and which has both anarchist and libertarian roots (von Duyke, 2013). Such schools purport to create spaces where students can develop critical authorial agency (Matusov, 2020) and habits/skills of engagement in the political/civic sphere. This article, based on data from interviews conducted with 18 alumni of the AFS, focuses specifically on discussions of alumni political and/or civic engagement and begins with a literature review defining how political and civic engagement manifests, and then moves into exploring the existing literature on the political/civic engagement-related outcomes of democratic free schools. This literature is mixed as to whether such schools are successful at nurturing such engagement, and the findings of the data collected in this study confirm these mixed outcomes. The article concludes with a discussion of the paradox presented in democratic education between having no defined curricular endpoints and a declared set of characteristics and dispositions that are sought.

In this article, the authors suggest that peers have the potential to create fictive kin networks, and in this role, peers become a social support that helps enable a culture of success. Discussing peer counselors and their role in helping students understand financial aid, the authors' purpose is to suggest that peer groups--as social relationships that cut across classroom connections--create a viable solution that helps youth attain access to college. Findings from focus groups, observations, and interviews suggest that students benefit from the socioemotional and informational aspects of participating in peer counseling programs. Keywords: peer counseling; financial aid; fictive kin; social capital

This article focuses on the Web-based resources available to low-income students as they build their perceptions, make their decisions, and engage in financial aid activities. Data are gathered from the results of focus groups and case studies. Findings suggest that low-income students do have access to computers but lack the knowledge and support needed to navigate the financial aid resources available online. Keywords: financial aid; Internet; low-income students