Objective: Food insecurity remains a major public health issue in the United States, though lack of research among Asian Americans continue to underreport the issue. The purpose of this study was to evaluate the prevalence and burden of food insecurity among disaggregated Asian American populations. Methods: The California Health Interview Survey, the largest state health survey, was used to assess the prevalence of food insecurity among Asian American subgroups with primary exposure variable of interest being acculturation. Survey-weighted descriptive, bivariate, and multivariable robust Poisson regression analyses, were conducted and alpha less than 0.05 was used to denote significance. Results: The highest prevalence of food insecurity was found among Vietnamese (16.42%) and the lowest prevalence was among Japanese (2.28%). A significant relationship was noted between prevalence of food insecurity and low acculturation for Chinese, Korean, and Vietnamese subgroups. Language spoken at home was significant associated with food insecurity. For example, among Chinese, being food insecure was associated with being bilingual (prevalence ratio [PR] = 2.51) or speaking a non-English language at home (PR = 7.24), while among South Asians, it was associated with speaking a non-English language at home was also related to higher prevalence (PR = 3.62), as compared to English speakers only. Likewise, being foreign-born also related to being food insecure among Chinese (PR = 2.31), Filipino (PR = 1.75), South Asian (PR = 3.35), Japanese (PR = 2.11), and Vietnamese (PR = 3.70) subgroups, when compared to their US-born counterparts. Conclusion: There is an imperative need to address food insecurity burden among Asian Americans, especially those who have low acculturation.

The COVID-19 pandemic has impacted nearly all aspects of daily life, including academic experiences for college students. While studies have highlighted the various barriers to virtual learning and with many institutions adopting a mix of synchronous and asynchronous options, there is limited evidence of what is ideal for students dealing with the ongoing challenges of the pandemic. This exploratory study uses mixed methods to assess the perception of college students on the type of virtual learning, their opportunities for engagement and expectations of post pandemic education at a Hispanic Serving Institution. The findings highlight emergent themes including resources, communication, empathy, workload, and academic-life balance. Students’ voices recommend preference for hybrid as the most popular, synchronous courses over asynchronous, and suggest students’ sense of empathy for faculty, their workload substantially increased than face-to-face instruction

Objective: Human immunodeficiency virus (HIV) remains a major public health issue with young adults facing a disproportionately higher rate of the burden. Our goal was to address the current literacy related to HIV, including biomedical prevention methods and barriers to care, such as cultural factors, from a sample of college students. Methods: We conducted a convergent parallel mixed methods analysis where both qualitative and quantitative data were collected and analyzed separately. A thematic analysis was conducted to assess qualitative results, while descriptive statistics were conducted to assess quantitative survey results. Results: HIV literacy was limited, with several participants reporting that they did not understand what HIV meant. While the majority knew the use of condoms, knowledge of other biomedical prevention methods was limited, as was the understanding the risk factors of HIV, with participants noting sharing a toilet seat and promiscuity as risk factors. Self-efficacy for HIV prevention was low among participants with many reporting that cultural barriers prevented discussion of risky behaviors and prevention methods in their families and social groups. Conclusion: Targeted, culturally sensitive, health education initiatives are needed to understand the high, low, or no risks of HIV as well as address stigmas related to HIV.

Objective: The prevalence of illnesses related to VPDs is higher among older adults and college students experience them despite decades of vaccine availability. The Centers for Disease Control and Prevention and American College Health Association (ACHA) emphasizes that all students should provide vaccine proof or receive immunizations prior to class registration. Methods: Using the KAP model, this study investigates the perceptions of first-generation university students regarding campus vaccine requirements. Data were collected using the Web-based survey software Qualtrics regarding students’ vaccine knowledge and attitudes. Results: Of the 1,327 responses, the majority were female (74.23%), Hispanic (56.67%), and ages 18–25 years (35.57%). Participants were familiar with the function of vaccines (96.64%) and believed that vaccines prevent contagious diseases (92.70%). These responses were significantly associated with vaccination compliance however, 18.48% of students were not in full compliance. There were significant differences in vaccination compliance across academic standing, age, and race. Conclusion: Implications for public health practices on university campuses are discussed. Supplemental data for this article can be accessed online at

Objective: Evaluate the role of flipped class in an undergraduate epidemiology course. Methods: A pre-post quasi-experiment with historical controls was conducted to evaluate students’ attitude, perception, and self-efficacy of epidemiology through a flipped class approach. Results: The sample included 254 undergraduate students. Students’ attitude, perception, and the usefulness of epidemiology, along with self-efficacy in problem solving, significantly changed after end of class. The average grade rose from B to A-. Qualitative feedback captured two themes: increased pace of the course and collaborative learning. Conclusion: To encourage collaborative learning, this study encourages the integration of active learning together with the traditional lecture style.