Communication through cell phones is increasingly prevalent in our society and places individuals at risk of developing a mobile device dependency (Salehan, & Negahban, 2013). The purpose of this study is to develop a measure of psychological and social dependence on mobile communication. Also, this research aims to provide reliability and validity of the Mobile Device Dependency Scale (MDDS). Participants completed four self-report surveys that showed high reliability and validity of the MDDS. This scale may provide valuable information about dependency in regard to technological advancements and the societal pressures associated with device usage.

By 2030, 20% of the U.S. population will be over the age of 65. Among this age group, falls are the leading cause of injuries, hospitalizations, and fatalities in the United States. Within California, rural community dwelling communities have higher rates of falls than urban. Indigenous populations fall more than the national average (34-40.3% vs. 30%), suggesting the rates of falls, and thus physiological declines, may be greatest among Indigenous rural community-dwelling populations. The purpose of this study is to examine intrinsic, extrinsic, and the incidence of falls among rural dwelling Indigenous older adults and urban dwelling older adults in Humboldt and Del Norte Counties.

As a part of a service learning class, we spent 30 hours in two preschool programs. Each one of us had the service learning goals (knowledge, skills, and values). In this poster, we present the lessons learned and challenges that we faced in the field.

As a part of a service learning class, we spent 30 hours in the community through the Y.E.S. House programs. Each one of us had our service learning goals in terms of knowledge, skills, and values. Y.E.S. House places its volunteers in the community. In this poster, we present the lessons learned and challenges faced in the service learning.

As a part of a service learning class, we spent 30 hours in the community through the Y.E.S. House programs. Both of us had our service learning goals in terms of knowledge, skills, and values. Y.E.S. House places its volunteers in the community. In this poster, we present the lessons learned and challenges faced in the service learning.

As a part of a service learning class, we spent 30 hours in Sunny Brae Middle School Afterchool Program. Both of us had our service learning goals in terms of knowledge, skills, and values. In this poster, we revisit our goals and present the lessons learned and challenges faced in the service learning.

As a part of a service learning class, we spent 30 hours in two Elementary Afterschool programs. We had our service learning goals in terms of knowledge, skills, and values. In this poster, we present our goals, the lessons learned and the challenges faced in the service learning.

Students should experience feelings of belonging and safety on their university campus. We ran multiple regression analyses to identify factors that predict school connectedness, well-being, and GPA among students (n=127, 72% women, 41% white). Overall stress is a risk factor for school connectedness (p<.01) and self-esteem (p<.01). Acculturative stress may be a risk factor for school connectedness (p=.069) and ethnic identity may be a protective factor for self-esteem (p=.059). Marginal significance may be due to the lack of diversity in the sample. Programs that help students manage stress and promote multiculturalism can foster positive school connectedness and self-esteem.

The Radical Leadership Developed is a research and curriculum project aimed to assist these, and other groups, in adopting a leadership program based the interview of 23 HSU students leaders during the academic year 2016-2017. Based on in-depth, face-to-face interview, the researchers developed a 12 week leadership program aimed at students . The purpose of the project was two-fold: (1)t o learn from students leaders which leadership skills and knowledge helped the most while participating in social, cultural and political activities while attending HSU; and (2) to develop a 12-week curriculum to develop the next generation of students leaders.

As a Hispanic Serving Institution (HSI), HSU lacked a project which served its Undocumented. DACAmented and AB 540 students. Due to the need for staff, faculty and administrators to learn how to better serve this group of students, the student group Funding Resources and Empowerment through Education (F.R.E.E.) organized and advocated for many year to create a student support program. The result was the creation of the Undocumented Students Ally Training (USAT) in 2015 and Scholars Without Borders (SWB) in 2016. The purpose of the program evaluation of USAT was to measure the impact of the training on students, faculty and staff members who participated in the training.