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Chico Adelante Program

Adelante: A Journal of Student Research and Creative Work

The objective of the Adelante student journal is to publish abstracts that showcase the breadth and diversity of Chico State undergraduate and graduate student research and creative work.

  • Showcasing the variety of possible research on campus
  • Encouraging research in all disciplines
  • Providing a resource to help students formulate their own research topic and approach
  • Representing diverse voices
  • Demonstrating various research methods and writing styles

Call for Student Abstracts

Publish your research!

Register and upload your abstracts at
Please note that the application form requires sign-in to your Google Drive in order to upload the abstract.
The deadline for submission has been extended to May 14, 2021. 

  1. Submit the abstract in Microsoft Word format.
  2. Use 12-point Times New Roman type.
  3. Margins should be 1.0 inch on the top, bottom, and sides.
  4. The abstract should be 350 words or less and should describe your research whether planned, in progress, or completed.

An abstract should contain the following information:

  • Topic and background or context
  • Purpose of study
  • Research methodology or planned methods
  • Main results – if applicable
  • Conclusions, implications, and possible recommendations

Use complete sentences, but the abstract should be concise, allowing the reader to understand the research without having to read the details. References and quotations are not necessary.

(See below for example abstracts.)

Faculty Advisor: 
Please be advised each submission should be approved and supported by a faculty or staff member of CSU, Chico.

For more Information: 
Email us at

Example Abstracts

Effects of a tier 1 mindfulness-based intervention on behavioral risk in second grade students

This study examines the use of a mindfulness-based SEL intervention for reducing the at-risk social and emotional behaviors in second grade students while also accounting for student gender and ethnicity as factors that may influence at-risk behaviors and response to intervention. The teaching of mindfulness in the school setting—still in its early stages—fits within the scope of social and emotional learning (SEL) instruction. SEL is a process of developing and utilizing a wide range of skills needed for managing emotions, expressing empathy for others, maintaining positive relationships, and setting goals. Previous research has demonstrated that including SEL instruction in schools has benefits such as improving peer relationships and increasing academic achievement. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) was used as the screening tool to determine students’ behavioral risk. Students that received the intervention experienced changes in both at-risk social and emotional behaviors that were significantly different from their control group peers. Both male and female students demonstrated similar changes over time in both types of behavior. Hispanic students and White students also showed similar changes over time in both types of behavior. Additionally, the intervention was similarly effective for students regardless of gender or ethnicity.

Carina Gutierrez
Thesis submitted for the MA in Applied/School Psychology, 2018

 Analysis of novel antagonists of the GRB2 SH2 domain that decrease proliferation in chronic myeloid leukemia (CML)

95% of the cases of chronic myeloid leukemia (CML) are caused by a chromosomal translocation linking the breakpoint cluster region (BCR) gene to the Abelson murine leukemia viral oncogene-1 (ABL1). Downstream of BCR-ABL is growth receptor bound protein-2 (GRB2), which binds to BCR-ABL via its src-homology-2 (SH2) domain. This binding constitutively activates growth pathways while down regulating apoptosis leading to an over proliferation of immature and dysfunctional myeloid cells. Four novel SH2 antagonists were developed with three of the four showing a significant reduction in proliferation of a BCR-ABL+ leukemia cell line. To elucidate the mechanism of action, an enzyme-linked immunosorbent assay (ELISA), a surface plasmon resonance (SPR) assay, and a cellulose nitrate (CN) filter assay were performed. These assays indicated that one of the three effective molecules, NHD2-15, antagonized the SH2 domain of GRB2 with a Kd value of 119 ± 2 μM, bringing us closer to developing a new treatment for CML.

Tina Hanson Lewis
Thesis submitted for the MS in Biological Sciences, 2019

Long Journey Home

This memoir is a recollection of a Mexican-American childhood lived in Huntington Beach, California. The narrative addresses a search for identity, a construction of identity, along with questions of place. This narrative is a coming of age story that follows the young narrator, Marty, inviting the reader to look through his own lens at his family’s household. Marty explores his relationships with his father and grandmother, reflecting on the emotional triumphs and struggles of his family. Marty’s story is also about finding himself through pop-culture, reflection, and questioning of identity and sense of place. This memoir finds Marty navigating his way as a musician, writer, son, grandson, brother, and a Mexican-American. Marty’s trials include his young attempts at love, handling a generation gap between himself and his own generation and mediating his way through his tumultuous, but loving relationships with his father and grandmother. In the accompanying Critical Introduction I talk about the craft of the memoir, authors and influences, and market considerations. I address the process as an author about the search for identity and the construction of complex characters. The Critical Introduction also covers the literary nonfiction genre driven by characterization scene-building with key references in the field of creative writing such as Phillip Lopate, Brenda Miller, and Maxine Hong Kingston.

Martin Alejandro Salgado
Thesis submitted for the MA in English, 2015

 Citing divine and human laws: women of African descent and the New Orleans Cabildo, 1769-1800

This thesis explores how free and enslaved women of African descent utilized the New Orleans courts from 1769 to 1800, and how their actions affected the formation of the city’s social order. While some scholars have engaged a few of these women’s court cases in their works, I explore these cases as a collective body. In doing so, I argue that these women’s activities and the reactions that they elicited from the city’s elite population, all had a part in the development of New Orleans society. This thesis first provides contextual information regarding the Spanish institution of the New Orleans Cabildo courts, and then explores the major court cases that African and Afro - Creole women were involved in, including litigations in which enslaved women legally freed themselves, free women acquired or protected their property, and other civil and criminal cases. As these women gained power over their own lives and influence in New Orleans society, their appearances in the courts increasingly concerned the elite men who served as the Cabildo. These elite men in power then responded by attempting to limit the socio - economic activities of enslaved and free Afro - Louisianan women in formal litigations and official legislations. Some of their efforts were more successful than others. Regardless, women of African ancestry continuously struggled against the Cabildo’s oppression against them. As these women strove to attain power and influence over their own lives and social standing, the elites continued to try and keep them in positions of relative powerlessness. This resulted in a multi - faceted process of action and reaction that assisted the formation of the New Orleans social order, and it was the activities of both free and enslaved women of African descent that remained intrinsic to its creation.

Jeanette Adame
Thesis submitted for the MA in History, 2019

These and many more Thesis Abstracts are available through the Meriam Library ScholarWorks link at

Other abstract examples from multiple disciplines are also available via web search (e.g., Michigan State

Adelante is Spanish for "Onward, Ahead, Forward!" The Adelante Postbaccalaureate Pipeline Program is funded by a five-year, $2.9 million grant (Title V “Developing Hispanic-Serving Institutions”) from the Department of Education.