Authors Volume XII, Fall Issue

Article 1: Active Learning Approaches to Improve Teachers Research Skills Using Virtual Classroom Tools During COVID-19 Pandemic

Dr. Víctor M. Concepción Santiago
Graduate School of Education
Inter American University of Puerto Rico, Arecibo campus

Víctor M. Concepción Santiago is professor of the Graduate School of Education of the Inter American University of Puerto Rico Arecibo Campus. He Teaches courses in Research in Education, Clinical Practices in Management and Leadership, Curriculum Development and Teaching and Leaning Strategies, focusing in Active Learning Approaches. He is also Academic Program Assessment Coordinator of the Arecibo Campus for the study quantitative and qualitative data results to analyze student learning outcomes.  Víctor is also member of the Board of Directors of Puerto Rico Affiliate of the Association for Supervision and Curriculum Development (PRASCD). At PRASCD he organizes professional development activities for teachers and school leaders.

Contact information:
Email: vconcepcion@arecibo.inter.edu


Article 2: Instructional support for first-generation Hispanic students during the COVID-19 pandemic

Thomas A. Clobes, Ph.D.
California State University, Channel Islands

Thomas A. Clobes, Ph.D. is a Lecturer in the Health Sciences program at California State University Channel Islands, a Hispanic Serving Institution. He holds a Ph.D. in Health Sciences from Rutgers University. Dr. Clobes spent over 20 years in the pharmaceutical and medical device industries, bringing relevant real-world experience to the classroom. His research focuses on perspectives and attitudes towards the use of medical cannabis and how they shape health policy. He also works with patients seeking cannabinoid therapy to guide them through their treatment. Dr. Clobes serves on the Board of Trustees for Camp Ronald McDonald for Good Times, a medically supervised camp for children with cancer and their families.

Contact information:
Email: thomas.clobes@csuci.edu

Heather Craig Alonge, Ph.D.
Walden University

Heather Craig Alonge, Ph.D. is dedicated educator with over 13 years of teaching experience in higher education administration and executive leadership. Dr. Alonge has extensive experience serving as the chair of the public health program and managing a faculty body of 60+ while overseeing a bachelors, masters, and doctoral program. Dr. Alonge currently serves as core faulty for the DHA program at Walden University where she teaches, mentors, and works with curriculum development and improvement.

Contact information:
Email: heather.alonge@mail.waldenu.edu


Article 3: Nivel de satisfacción de los estudiantes con los servicios académicos presenciales y en línea: Actualización a 2019

Dr. Marcos Torres, IR Certificate
Inter-American University of Puerto Rico-Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus.  He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus.  Also completed a Post Master Certificate in Institutional Research from Florida State University.  In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus.  During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact information:
Email: mtorres@ponce.inter.edu


Article 4: LA DESHONESTIDAD ACADÉMICA ESTUDIANTIL EN CURSOS EN LÍNEA Y ESTRATEGIAS DE DEFENSA, DETECCIÓN Y PREVENCIÓN

Dra. María del R. Medina Díaz
Catedrática
Universidad de Puerto Rico Recinto de Río Piedras

Catedrática de la Facultad de Educación del Recinto de Río Piedras de la Universidad de Puerto Rico. Dicta cursos de Métodos de investigación en la educación, Evaluación de programas, Evaluación en la sala de clases, Construcción de instrumentos y Teoría de la medición en el Departamento de Estudios Graduados. Obtuvo su grado doctoral en Psicología Educativa, en el programa de Métodos Cuantitativos, en la Universidad de Wisconsin-Madison. Posee un grado de Juris Doctor y una maestría en Investigaciones Pedagógicas de la Universidad de Puerto Rico. Fue Maestra de Matemáticas en la escuela Rafael M. Labra y Presidenta de la Asociación Puertorriqueña de Maestros de Matemáticas. Ha escrito críticas de pruebas en el Buros Mental Measurement Yearbook y artículos sobre evaluación del aprendizaje, validez y construcción de instrumentos en Applied Psychological Measurement, El Sol, Pedagogía, Revista de Educación de Puerto Rico, Alteridad, Revista Jurídica de la Universidad de Puerto Rico, Boletín de la Asociación Puertorriqueña de Maestros de Matemáticas e INEVA en Acción. También es autora del libro Construcción de cuestionarios para la investigación educativa. Es co-fundadora y Presidenta de la Sociedad Puertorriqueña de Evaluación. Estudiosa e investigadora de la evaluación del aprendizaje y de programas y la integridad académica en las instituciones educativas.

Contact information:
Email: maria.medina2@upr.edu

Ada L. Verdejo Carrión, Ed.D.
Catedrática
Universidad de Puerto Rico Recinto de Río Piedras

Catedrática de la Facultad de Educación del Recinto de Río Piedras de la Universidad de Puerto Rico. Ofrece cursos de Evaluación del aprendizaje, Sexualidad Humana, Enseñanza de Salud y Desarrollo Humano en el Departamento de Fundamentos de la Educación. Obtuvo su grado doctoral en Planificación y Evaluación Educativa de la Universidad Interamericana de Puerto Rico y la maestría en Educación en Salud Pública del Recinto de Ciencias Médicas. Es Educadora Sexual Certificada y fue Presidenta de la Asociación Puertorriqueña de Educación, Consejería y Terapia Sexual. Fue Maestra de Salud en escuelas públicas de San Juan y Carolina y Educadora en Salud en los dispensarios de San Juan. También fue profesora en la Escuela Graduada de Salud Pública del Recinto de Ciencias Médicas. Ha publicado artículos en revistas académicas como la Revista de Ciencias Sociales, Pedagogía, Revista de Educación de Puerto Rico y El Sol. Ha sido la revisora y consultora técnica de ocho libros de texto de Salud para la escuela elemental e intermedia y co-autora de un currículo de Educación Sexual para estudiantes de escuela intermedia. Es co-fundadora y ex-presidenta de la Sociedad Puertorriqueña de Evaluación. Estudiosa e investigadora de la educación en salud, la evaluación del aprendizaje y de programas, la integridad académica y el racismo en las instituciones educativas.

Contact information:
Email: ada.verdejo@upr.edu


Article 5: Impacto de la Tecnología Móvil en el Nivel de Satisfacción de los Aprendices: Ventajas y Limitaciones

Dra. Lizbelle De Jesús-Ojeda
Universidad de Puerto Rico, Recinto de Ciencias Médicas

La Dra. Lizbelle De Jesús-Ojeda es profesora adjunto en el Recinto de Ciencias Médicas de la Universidad de Puerto Rico. Asimismo, funge como Coordinadora de Educación a Distancia en la Maestría Post doctoral en Investigación Clínica y Traslacional y como Co-Coordinadora del Centro para la Investigación, Empresarismo y Colaboraciones Científicas del Proyecto Título V. Además, posee una maestría en computación educativa y un doctorado en educación con especialidad en tecnología educativa y educación a distancia.

La doctora De Jesús-Ojeda se ha destacado en el campo de la educación a distancia lo que le ha permitido colaborar en diferentes iniciativas tanto locales como nacionales. Igualmente, ha sido co-autora en varias presentaciones orales y de carteles científicos en conferencias profesionales a nivel nacional.

Contact Information:
Email: lizbelle.dejesus@upr.edu


Article 6: CARTOGRAFÍA CONCEPTUAL: HACIA LA CIBERSEGURIDAD PROACTIVA PARA LA EDUCACIÓN, OBLIGACIÓN DE TODOS

Dr. Elizabeth Díaz Rodriguez

Dr. Elizabeth Díaz Rodriguez, BS Biology Education (Cum Laude), Master in Science Teaching (Summa Laude), Doctorate in Instructional Design, research mentor in MSP project to students and teachers, 2017 Award with the article Sublevación, author of several articles, lecturer professor. Teaching and learning servant: Higher education (August 2006), a schoolteacher (August 1974) speaker, research mentor, writer, editor, instructional designer.

Contact Information:
Email: edrcc@yahoo.com


Return to Fall Issue: October 2021

To learn more about the authors of previous issues click here

Authors Volume XI, Fall Issue



Article 1: A National Portrait of STEM Trajectories Through Two- and Four-Year Hispanic Serving Institutions.

Felisha A. Herrera, Ph.D.
Associate Professor, Postsecondary Education,
Director, Research & Equity Scholarship Institute,
San Diego State University

Felisha A. Herrera, PhD is the Director of the Research & Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). She is also an associate professor of Postsecondary Education and Community College Leadership and affiliated faculty in the Joint PhD Program at San Diego State University (SDSU). Prior to joining SDSU, she served as an assistant professor of Community College Leadership and affiliated faculty in Public Policy at Oregon State University from 2012-2015. Dr. Herrera completed her Ph.D. in Education (emphasis in Higher Education & Organizational Change) at the University of California, Los Angeles (UCLA), where she was a research analyst for the UCLA Higher Education Research Institute (HERI). She also earned a master’s degree from UCLA, master’s and bachelor’s degrees from the University of New Mexico (UNM) and an associate’s degree from UNM-Taos (branch community college). Her scholarship is enhanced by nearly two decades of experience as a higher education professional at two- and four-year institutions, several Minority-Serving Institutions/Hispanic-Serving Institutions, including faculty and professional positions in student affairs, institutional research, and administration.  Her work is also informed by her own educational history as a community college graduate, low-income, first-generation college student, and mother scholar.

Dr. Herrera is a consummate scholar, who has published in top tier, peer-reviewed journals and has procured over $3.9 million in funding to support her research. She serves as the PI for several large-scale research projects, including two current NSF funded projects—ED-SYSTEMS (NSF DUE-1644990) & HSI-STEM (NSF DUE-1832528)—investigating the role of community colleges and Hispanic Serving Institutions (HSIs) in science, technology, engineering, and mathematics (STEM) and as Co-PI for ADAPT: A Pedagogical Decision-Making Study (NSF HRD-1759947). To inform system-wide change, her research employs advanced statistical techniques to examine contextual factors—institutional (structure, process, and policy), geographic, demographic, political and economic contexts—that impact postsecondary outcomes for students of color. Her work encompasses several strands of scholarship including student mobility; community college pathways; underrepresented students in STEM; and a critical examination of policy issues related to diversity & equity in education.

Contact information:
Email: felisha.herrera@sdsu.edu
Website: http://res-iste.sdsu.edu/ ; felishaherrera.sdsu.edu

 

Victoria C. Rodriguez-Operana, Ph.D.
Postdoctoral Research Fellow, Research & Equity Scholarship Institute, San Diego State University; and
Lecturer, Human Developmental Sciences,
University of California, San Diego

Victoria C. Rodriguez-Operana, Ph.D. (she/her/hers) is a Postdoctoral Research Fellow for the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Dr. Rodriguez-Operana co-leads RES-ISTE on two NSF-funded projects examining the role of community colleges and Hispanic-Serving Institutions (HSIs) in the STEM pathways of underrepresented students of color: ED-SYSTEMS (NSF DUE-1644990) & HSI-STEM (NSF DUE-1832528). She also teaches courses in Human Developmental Sciences at the University of California, San Diego (UCSD). 

With more than a decade of research experience in education, psychology, and human development, and publications in the Journal of Early Adolescence, Journal of Adolescent Research, and Asian American Journal of Psychology, her research examines how social identities and relationships within proximal contexts (e.g., family, school) influence the developmental outcomes (e.g., academic, social, psychological) of students of color. Prior to joining RES-ISTE, Dr. Rodriguez-Operana was a member of UCLA’s Children’s Understanding of Economic and Social Inequality Lab and worked on several projects, including studies examining: persistence among community college students in CalWORKs, psychosocial benefits of racial/ethnic diversity in urban schools, children’s social identity development, and an elementary school dual-language immersion program. Her mixed-methods dissertation examined how family, peer, and school-based relationships shape the academic achievement and psychological adjustment of Filipina/x/o American adolescents, an understudied segment of the Asian American/ Pacific Islander population. Dr. Rodriguez-Operana’s research reflects her commitment to understanding how to best support the academic success and well-being of individuals from diverse backgrounds and life experiences. Dr. Rodriguez-Operana earned her B.A. in Psychology from UCSD, and completed her M.A. and Ph.D. in Education with an emphasis in Human Development and Psychology at the University of California, Los Angeles (UCLA). 

Contact information:
Email: vrodriguezoperana@sdsu.edu
Website: http://res-iste.sdsu.edu/

Article 2: Assessing the Needs and Experiences of First-Generation Students’ Transition to Remote Learning Due to COVID-19 Pandemic at a Hispanic Serving Institution.       

Victoria G. Black, PhD
Director of PACE Mentoring,
Texas State University

Victoria Black is the Director for PACE Mentoring at Texas State University. In her current position at Texas State, she provides leadership and support to a team of over 100 individuals who work with first-year students, first-year faculty development, and Title V grant management. She has shared her passion on mentoring in a 2018 TedX talk at Texas State University titled No One is Talking to the Mentees on how to prepare ourselves as we enter into developmental relationships. Her experiences with mentoring include several publications on mentorability, various state and national presentations, and providing mentoring consultation and training internationally at Technologico de Monterrey – Queretaro, Queretaro, MX. Her publications also include college access for first-generation students, first-year student success, higher education finance, and working mothers in student affairs. Originally from La Joya, TX, she received a BA in Psychology from the University of Texas San Antonio, a M.Ed. in Counseling and Guidance from Texas State University, and a Ph.D. from the University of Texas at Austin in Higher Education Leadership.

Contact information:
Email: Victoriablack@txstate.edu
Phone: 512-245-3579

Gloria P. Martinez-Ramos, PhD
Professor of Sociology, Latina/o Studies Program Director, and Director of The Center for Diversity and Gender Studies, Texas State University

Dr. Gloria P. Martinez-Ramos is a Professor in the Department of Sociology and the inaugural Director of Latina/o Studies minor at Texas State University. Dr. Martinez-Ramos earned her Ph.D. and M.A. in Sociology from the University of Michigan, Ann Arbor, a B.A. in Child Development from San Jose State University, and an A.A. from Hartnell College, Salinas, California. Gloria has over 15 years of teaching Sociology, such as, Race and Ethnic Relations, Medical Sociology, Social Stratification, Introduction to Sociology, Latinos and Immigration, Latina/os and Education, and Latina/o Studies courses at Texas State. She has published articles on Latinx college students’ retention and persistence.   mentored over 30 undergraduate and graduate students, many who are working in community-based and advocacy research in health and education.

Contact information:
Email: gm21@txstate.edu
Phone: 512-245-2470

Sylvia T. Gonzales, M.Ed.
Director of Developing HSI Programs
Texas State University

Sylvia T. Gonzales is the HSI STEM Impact & MAESTROS Director, member of the Hispanic Policy Network, and US1100 faculty.  Sylvia is the first in her family to go to college and is working on her Ed.D. in Positive Organizational Leadership from Abilene Christian University.  Sylvia continues to ensure the undergraduate student experience is authentic as she has served as an advocate, mentor, and leader to underrepresented college students for 21 years.  She has helped with the grassroots development of 6 federal grant programs in TX/NM, including Title III, V, and TRIO grants. She is also an active member of the Hispanic Association of Colleges and Universities and Alliance for Hispanic Serving Institutional Educators and helped establish the Bobcat Justice, Equity, Diversity, and Inclusion (JEDI) certificate program and serves as co-chair on the First Gen Proud Working Group at Texas State University.  Sylvia has received numerous awards and recognition for her contributions, including Angelika Lester Wahl Diversity Award, HPN’s Latinx Star Award, a “Program to Watch” designation by Excelencia in Education, Bright Spots in Hispanic Education, and NASPA’s & Studer Foundation First-Gen Forward designation. 

Contact information:
Email: sylviatgonzales@txstate.edu
Phone: 512-245-2080



Article 3: Estrategias de apoyo a la facultad en tiempos de pandemia: la respuesta de dos instituciones.

 

Dr. Carlos R. Morales Irizarry
President, TCC Connect Campus
 Tarrant County College

Before becoming TCC Connect’ s President in 2013, Dr. Carlos Morales was the Vice Chancellor of Academic Affairs and Distance Education Programs at Ana G. Méndez University- Virtual Campus. As such, he provided leadership, vision and planning for the implementation of courses and programs for online delivery. Previously he was the Executive Director of Academic Technology at Lock Haven University responsible for the delivery of online courses, the incorporation of technology for teaching and learning, faculty development, the STEP program (a student laptop initiative) and also facilitated campus conversations on academic technology. Prior to Lock Haven University, Carlos was the Instructional Designer for the Center for Instructional and Technological Innovation (CITI) at New Jersey City University, responsible for instructional technology staff. Carlos has extensive online and classroom teaching experience in the areas of: Biology, Science Teaching and Instructional Technology. Dr. Morales also holds professional certifications as Distance Learning Administration Professional from Texas A&M University and Certified Online Instructor (COI) from Walden University. Morales graduated from the Inter American University of Puerto Rico, with bachelors and master’s degrees in Biology and Science Education, and received his doctorate, with a dissertation on Constructivist Learning Environments in Online Course Design, from Capella University. He was a Frye fellow in 2009.

Contact information:
Web: https://www.tccd.edu/

Dr. Alice J. Casanova Ocasio
EDP University

La doctora Alice J. Casanova ha laborado en sector de la educación superior por más de 15 años, en la academia y la administración de esta. Posee un doctorado en Filosofía de la Educación con especialidad en Docencia y un Certificado en Educación Superior de Harvard University. Coordina el nodo de investigación en Puerto Rico de la Red Internacional de Investigadores en Educación a Distancia en Línea y Abierta (REDIC), es investigadora invitada en la Universidad Nacional de Educación a Distancia en Costa Rica, imparte cursos en línea del nivel graduado y subgraduado. Colabora como especialista Desde 2016 es la Decana Institucional de Educación a Distancia en EDP University.

Contact Information:
Email: 
acasanova@edpuniversity.edu

Article 4:
La oferta universitaria en línea de Puerto Rico: Actualización a otoño 2020
.


Dr. Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus.  He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus.  Also completed a Post Master Certificate in Institutional Research from Florida State University.  In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus.  During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact information:
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103

Article 5: La tecnología virtual: su importancia en la enseñanza-aprendizaje de la contabilidad.

Prof. Mayra L. Mojica Butler
Lecturer, Business Department
Hostos Community College of the City University of New York (CUNY)

Mayra L. Mojica Butler is a Lecturer in the Business Department at Hostos Community College (CUNY).  She received her Bachelor’s Degree in Accounting with a minor in finance from The University of Puerto Rico and the Master Degree in accounting from The University of Phoenix.

She has several years of experience in the field of accounting. Her extensive experience includes various accounting positions as Accountant at the Department of Labor (DOL) and Human Resources at Puerto Rico and Intern at the U.S. Department of Commerce in Washington, DC, as well as Community Education Assistant at Bronx – Lebanon Hospital Center. In 2010 participated in Postgraduate Professional Development Program – PPDP in The Washington Center Education in Washington, DC.

She is the adviser of the Accounting Club at Hostos Community College, and every semester she hosts workshops designed to expand knowledge about the field of accounting and the many career paths and opportunities available in the accounting profession.

Also worked as a volunteer for New York Cares, a nonprofit volunteer organization in New York City in the Tax Preparation Program. The purpose of the program is to help people and communities in need of tax preparation support during the tax season.

Contact Information:
Email: mlmojica@hostos.cuny.edu

Article 6: Social Presence: An Imperative in Online Learning Contexts. 

Dr. Floralba Arbelo
Dean of Student Affairs, Associate Professor

Carlos Albizu University, Miami Campus

Dr. Floralba Arbelo currently serves as the Dean of Student Affairs and as Associate Professor at Albizu University in Miami, Florida.  Dr. Arbelo has held several positions in higher education including distance learning director, academic program director, research associate, curriculum specialist, and Title V Project Director in the United States, Puerto Rico, Haiti, Guatemala, Cuba, and in the Dominican Republic. Her research centers on Hispanic student success, Hispanic Serving Institutions, Hispanic student retention, and online teaching and learning. Her research has been published in the Journal of Hispanic Higher Education, Journal of Ethnographic and Qualitative Research, HETS Online Journal, International Journal of Doctoral Studies, and Journal of Teacher Action Research, among others. Dr. Arbelo has an earned Doctor of Education degree from Liberty University in Lynchburg, Virginia, a Master of Science from The New School for Public Engagement in NY, and a Bachelor of Arts from Brooklyn College of the City University of New York. Her research has been presented at the Hispanic Association of Colleges and Universities (HACU), Association of Hispanics in Higher Education, Alliance of Hispanic Serving Institution Educators, The College Board, the Ethnographic and Qualitative Research Conference, and the National Association of Hispanic and Latino Studies. In 2016, Dr. Arbelo was the recipient of the Women that Transcend Award for Global Leadership in Education and Community Service from the New Jersey Hand Foundation and was awarded Senatorial Citation for her volunteerism, activism, and mentoring activities among young adults and youth.  She is an alum of the inaugural class of the HACU Instituto de Liderazgo Fellowship.

Contact Information:
Email: farbelo@albizu.edu
Phone: 305 593 1223 ext. 3227
LinkedIn: https://www.linkedin.com/in/floralbaarbelo/

Article 7: Student and Faculty Perspectives on Student Evaluation of Teaching: A Cross-Sectional Study at a Community College.

The authors of this article were members of the Instructional Evaluation Committee at Hostos Community College for the 2017-2020 term. This committee informs the College Senate of best practices in student evaluation of teaching (SET) and presents potential revisions to the SET process and the instrument to governance. ​ It also addresses the faculty peer-observation process and, in 2019, it approved the peer observation form created by the Peer Observation Improvement Network for Teaching Committee (POINT).

Sherese Mitchell, Ed.D., is Associate Professor in Education Department, served multiple terms as Chair of the Instructional Evaluation Committee, and is a member of the College-Wide Curriculum Committee.

Asrat Amnie, M.D., Ed.D., is Assistant Professor in Education Department; his publications focus on high-risk health behavior, including causes and consequences of stress, and strategies to cope with stress.

Jacqueline M. DiSanto, Ed.D., is Professor, Chair of Education Department, Coordinator of Teacher Education, and founding member of Peer Observations Improvement Network for Teaching.

Allison Franzese, Ph.D., is Assistant Professor in Natural Sciences Department, and Adjunct Associate Research Scientist at Lamont-Doherty Earth Observatory of Columbia University, where she studies paleoclimate using geochemical tools.

Carlos Guevara, M.S., is Director of Office of Educational Technology, Co-Director of Center for Teaching and Learning, book author, altruist, and frequent speaker at national and international conferences, where he provides vision to promote organizational culture change and innovation to teaching and learning through technology.

Juno Morrow, M.F.A., is Assistant Professor of Game Design and Game Design Program Coordinator, serves on Educational Technology Leadership Council, and recently published her first book.

Silvia Reyes, M.S.W., is Director of Special Projects & Student Engagement; she is committed to student success, and her work has focused on designing and implementing a wide array of initiatives to improve students’ college experiences and academic attainment.

Maria Subert, Ph.D., is Assistant Professor in Humanities; her research focuses include intercultural communication and institutional assessment including utilizing findings for continuous improvement.

Article 8: Teaching Using a Flipped Classroom Approach: Impacts for Students of Color.

Amber M. González, Ph.D.
Associate Professor, Child and Adolescent Development Program,
California State University Sacramento

Amber M. Gonzalez (Ph.D. UC Santa Barbara; she/ella) is an Associate Professor in the Child and Adolescent Development program at the California State University, Sacramento.  Utilizing a multidisciplinary perspective including human development, educational psychology, as well as critical race theory she centers her research on examining Latinx academic aspirations and motivations through and across the P20 education pipeline. Her research examines the influence of social support networks and institutional structures on college student identity development and educational and career aspirations and motivations. In addition, she explores the ways in which students use these aspirations and motivations to ensure their success, manage failure, and persist. Dr. Gonzalez teaches graduate and undergraduate courses on motivation, quantitative research methods, and cross-cultural human development. Her scholarly work has been published in the Journal of Hispanic Higher Education, Journal of Educational Research, and College Student Journal.

Contact information:
Email: amber.gonzalez@csus.edu

Article 9: The Effect of a Kernel Sentence Combining Technique on the Reading Comprehension Levels of Basic English Students at UPR-Cayey.

Dr. David H. Luciano
Associate Professor, University of Puerto Rico, Cayey Campus

Dr. Luciano work as a full-time Assistant Professor at the University of Puerto Rico-Cayey campus. Born in New York and then moved to Puerto Rico, and his hometown is Adjuntas. He has worked as a teacher-professor for almost thirty years now. Among his interests have always been to help English majors in their quest to become language experts as well as pedagogy students (elementary and secondary level) who want to become English teachers. Here in Puerto Rico English is taught as a second language (ESL), it is also a compulsory subject in schools from the elementary level. Luciano has worked as a teacher in all levels from the elementary to higher education. In addition, he has conducted research with middle, high school and college level ESL students. He is interested in conducting research with technological tools that can be used to bridge the gap between teaching and learning. Abut himself: I am a lifelong learner, and my biggest goal is to instill in my students the need for learning languages. My motto is: Learning is Fun, and It is A Lifelong Journey!

Contact Information:
Email: david.luciano@upr.edu | dhluciano@gmail.com
Phone: (787) 398-6671

Article 10: What are the best practices for online student engagement among Hispanic-Serving Institutions? A narrative review.  

Dr. Neal Malik
Assistant Professor, California State University, San Bernardino

Dr. Neal Malik is an Assistant Professor, researcher, and podcaster. He has taught at Minority-Serving and Hispanic Serving Institutions for 13 years. In addition to receiving numerous pedagogy certifications, he been featured as a nutrition and wellness expert on CBS local radio in Los Angeles, CA, USA as well as a number of online and print publications including eHow.com and Men’s Fitness Magazine. Dr. Malik has also published peer-reviewed scientific literature on diet and its effects on appetitive hormones, type 2 diabetes, blood lipids, and body weight. In December 2020, he will be presenting on how Motivational Syllabi may improve student engagement in an online environment at the ITLC Lilly Conference. http://www.oldpodcast.com

Contact information:
Address: 5500 University Parkway, San Bernardino, CA 92407, USA
Email: neal.malik@csusb.edu
Phone: 1 + (909) 537-4588


Return to Fall Issue: November 2020

To learn more about the authors of previous issues click here


Authors Volume X, Spring Issue

Article 1: El assessment en educación a distancia: Una comparación de programas en línea en una institución de educación postsecundaria

Dr. Bernardette Feliciano-Quiñones
Full Professor
Inter American University of Puerto Rico
Ponce Campus

Dr. Bernardette Feliciano-Quiñones is a full professor at Inter American University of Puerto Rico, Ponce Campus. She teaches online courses at different levels. Her areas of expertise include mathematics, distance learning, assessment, program evaluation, and curriculum development. Doctor Feliciano-Quiñones earned a doctoral degree from Teachers College, Columbia University, a Master of Science in Mathematics from Salem State College and a Master of Education in Curriculum and Teaching of Mathematics from Pontifical Catholic University of Puerto Rico.

For more than two decades she has been working with the topic of assessment, offering several workshops and conferences. She has been involved in departmental and campus assessment. For the last seven years, Doctor Feliciano Quiñones has been the coordinator of Strengthening Mathematics Learning Project (FAMA) at UIPR-Ponce Campus. She has also been mentoring doctoral candidates in the Doctorate in Education in Leadership and Instruction in Online Education (EdD).

Contact information:
Email: bfelicia@ponce.inter.edu
Phone: (787) 220-5071


Article 2: El Tiempo de Cambio y la Percepción de la «Generación Z» en la Educación

Dr. Brenda Lee Morales
Universidad Ana G. Méndez | Keiser University

Dr. Brenda Lee Morales holds a Bachelor’s Degree in General Elementary Education from Universidad del Turabo in Puerto Rico. A few years later he completed a Master’s degree in Educational Administration at the same institution. In 2016, he completed a PhD in Educational Leadership at Keiser University where he had already earned a Specialist in Education degree. Finally, in the academic aspect, Dr. Morales holds a Post- Doctorate in Business Administration with a concentration in Finance from Walden University. She is currently doing another Post-Doctorate at Walden University in the Human Resources area. In terms of work and professional career, she has 27 years of experience working in the field of education in several positions as a teacher, Curriculum Specialist, Director of Federal Educational Proposals, Academic Dean, among others. He has worked at all levels of the education system in Puerto Rico, from Head Start to High School and at the university level. Eleven years ago she began as Director of Federal Proposals and Professor of University Institutions, and currently serves as Title V Graduate Project Director at Universidad Ana G. Méndez – Gurabo Campus in Puerto Rico. She is also working as a graduate professor in the Educational Graduate Program Master and PhD Degree at Keiser University.

Contact information:
Email: brmorales@uagm.edu
Email: bmorales@keiseruniversity.edu

Dr. Angiemarie Rivera
Keiser University

Dr. Angiemarie Rivera holds a Bachelor’s degree from the University of Notre Dame in Liberal Arts, a Master’s Degree in Education with a concentration in Administration and Educational Supervision from Dowling College, a Doctorate in Education with a Concentration in Curriculum and Instruction at the Inter-American University of Puerto Rico, and a Doctorate in Education with a concentration in Adults from the University of Berne.

Dr. Rivera has worked as an elementary education leader in a private educational institution in Puerto Rico. She has also served as a professor at the undergraduate and graduate level at the University of Puerto Rico, Inter-American University of Puerto Rico, Universidad del Este (Ana G. Méndez), National University College Online in the Master’s Program in Education with a concentration in Educational Leadership. She is also working as a graduate professor in the Educational Graduate Program Master and Doctorate Degree at Keiser University.

Contact information:
Email: anrivera@keiseruniversity.edu

Javier Herrera
Student Candidate
Master of Science in Educational Leadership
Keiser University

Javier Herrera holds a Certification of Systemic Team Coaching Diploma from Logos Christian University in 2017. In the same year he completed a Certified Trainer of the Logos International Leadership Program, and a Certification in Educational Leadership at the same institution. In 2018, he completed a Bachelor Theological Studies, Leadership & Organization at the same university, and Leadership Certificate from Training Institute of Precept International Ministry in 2019. He is currently attending a MS Student in Leadership Education of Keiser University. In terms of work and professional career he has 35 years of experience in educational science studies in the areas of biology, coaching, theology, and leadership, at different levels of adult education, as a teacher in high school, college, and several spiritual growth groups. He has comprehensive work experience in research, training, and evaluation of leadership development and community development programs in Colombia. Javier Herrera’s vision is to work for the integral development of students as builders of a better society.

Contact information:
Email: J.Herrera32@student.keiseruniversity.edu


Article 3: Evaluating the Effectiveness of a Hybrid Developmental Reading Course at One Urban Community College: A Quasi-Experimental Comparative Study

Dr. Toni Ann Hernen
Assistant Professor
Bronx Community College
Department of Education & Academic Literacy

Dr. Hernen is currently an Assistant Professor at Bronx Community College in the Department of Education and Academic Literacy.  She has spent her tenure at Bronx Community College designing a hybrid developmental reading course and working with students on academic probation.  Most recently, Dr. Hernen created a mentoring course for aspiring educators to work with students placed on academic probation.  Dr. Hernen is also a student teacher supervisor and seminar instructor where she works with New York City’s future teachers.  Prior to her work at Bronx Community College, Dr. Hernen was an Early College Academy Instructor at York College in New York City.  Here she assisted high school seniors in preparing them for the college transition.  Aside from her instructional work, Dr. Hernen is the author of many research journals focusing on English Language Learners, hybrid reading, first-generation college students and the impact of the No Child Left Behind Act.

Contact information:
Email: ToniHernen@gmail.com
Phone: 516-459-3846

Dr. Michael Shriner
Full Professor
School of Education
Northcentral University

Dr. Michael Shriner is currently a full professor in the School of Education at Northcentral University. Prior to working at Northcentral University, Dr. Shriner was a study director at Westat in Rockville, Maryland, where he worked on the National Children’s Study, which was administered by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, and on the national evaluation of the developmental disabilities programs administered under the Developmental Disabilities Assistance and Bill of Rights Act of 2000. Dr. Shriner has served as a program evaluator and statistical consultant for various grants administered by the U.S. Department of Education. He is an author of numerous research articles and a coauthor of the textbooks Supporting Children’s Socialization: A Developmental Approach, Essential of Lifespan Development: A Topical Approach, and Lifespan 360: Christian Perspectives on Human Development.

Contact information:
Email: Mshriner@ncu.edu
Phone: 312-343-4651
Toll Free: 844-628-3447


Article 4: Higher Education: Factors and Strategies for Student Retention

Bárbara Flores Caballero, Ed.D.
Assistant Professor
Education Department and Academic Literacy
Bronx Community College, New York

I am Assistant Professor at the Bronx Community College in New York, researcher, author, International writer, member of the doctoral dissertation committee, International speaker, Podcaster, Youtuber, collaborator in television media. Specialist in Educational Leadership and Emotional Intelligence. I have dedicated my professional career to educating children, teenagers and adults in Puerto Rico, North Carolina and New York.

I have 15 years of experience in the field of Education. I have a Bachelor’s Degree in Secondary Education with a concentration in Mathematics, a Master in Business Administration in Human Resources and a Doctorate in Educational Leadership. I have been part of Speaker and writer in places like Spain, Mexico, Chile, US and Puerto Rico. In addition, I have participated as an expert in Research with Cuba and as a judge in the content validation process in Puerto Rico and in the television media in North Carolina and New York. I have also worked in volunteer and community work in Puerto Rico, North Carolina and New York.

Contact information:
Email: Barbara.flores-caba@bcc.cuny.edu
Phone: 910-372-2491
Blog: www.barbaraflores.info
LinkedIn: Dr. Barbara Flores-Caballero
Podcast: Transforming Knowledge
Instagram|Facebook|Twitter: @barbarafloresei


Article 5: Just-In-Time: the value of online integrated interlibrary loans to broaden access to information resources

Carlos Crespo Santiago
Executive Director
COBIMET inc.

Carlos Crespo Santiago is the Executive Director for COBIMET, inc. and has more than 20 years work experience in higher education institutions in both public and private sector, pharmaceutical industry and government. Has experience in project management, personnel management and budget administration.

Contact information:
Email: ccrespo@cobimet.org
Phone: 787-726-1709


Article 6: Las expectativas del estudiantado subgraduado de un programa de aprendizaje en línea

Dr. Marcos Torres
Full professor
Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus.  He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus.  Also completed a Post Master Certificate in Institutional Research from Florida State University.  In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus.  During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact information:
Dr.  Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103

Dr. Omayra Caraballo Pagán
Assistant Vice President
Distance Education
InterAmerican University of Puerto Rico

Dr. Omayra Caraballo Pagán is an Assistant Vice President of Distance Education at the InterAmerican University of Puerto Rico, a nonprofit higher education institution, and has a high recognition for its distance academic offering.

Doctor Caraballo has had an outstanding career in professional service. She has two master’s degrees, one in Human Resources and one in Information Systems, and a doctoral degree in Education in Instructional Technology and Distance Education.

During the last decade, she served as Associate Dean of Academic Affairs, in charge of the distance education management of the Ponce Campus. There she had under his direction two academic departments, one postgraduate and one graduated, with 30 full-time and over 80 part-time teachers and a team of fifteen other collaborators, including curricular, content, production, and technical support for various specialized functions. This transdisciplinary team has articulated the design of over 350 online courses and served annually to a student population of over 3,500 students taking courses in distance mode in that academic unit.

Among his most outstanding achievements is the design and development of an Associate Deanship of Academic Affairs, the Center for Innovation and Creativity in Education, the integration of a team for the online students’ services and the development of a Center of Clinical Simulation Scenarios in the Department of Health Sciences and the Project of Academic Enrichment for the Online Faculty. Through this project, continuous training of the faculty in the aspects associated with distance education has been achieved, namely the acquisition of technological, research, pedagogical, social, and academic leadership skills.

Doctor Caraballo has been characterized by promoting a critical, adaptive, and entrepreneurial leadership model for academic management, as well as promoting the quality, effectiveness, and integrity of distance education nationally and internationally. Several of its innovative initiatives and projects have won recognition from external organizations.

Due to her administrative experience in the field of distance education, her services have been requested to participate as an evaluator in licensing and program authorization of private universities in Puerto Rico. In addition, she has given lectures and workshops in various areas of knowledge: companies, computers, distance education, academic and administrative management, national and international.

Contact information:
Email: ocaraballo@inter.edu
Phone: 787-692-3038


Article 7: Mechanical engineering students’ struggles with units of measure

Juan C. Morales Brignac, Ph.D., P.E.
Mechanical Engineering Department Head
Universidad Ana G. Méndez, Gurabo Campus

Dr. Morales has been an engineering professor at Universidad Ana G. Méndez, Gurabo Campus (former Universidad del Turabo) since 1995.  He has also held several administrative posts, including ABET Coordinator for the School of Engineering. In this job post he coordinated the efforts that resulted in the first ABET accreditations of all the existing bachelor programs in engineering, including the creation and implementation of an outcomes assessment program that engages 100% of the faculty.  Dr. Morales has been the Head of the Mechanical Engineering Department since 2003.  He co-authored the proposal to establish a Master’s program in Mechanical Engineering with specializations in Renewable Energy, and in Aerospace Engineering. The main objective of this first engineering master’s program at Universidad Ana G. Méndez, Gurabo was to transition from a teaching program to a teaching-and-research program.  Dr. Morales won a $4.34 million grant from the US Department of Education which fund a faculty development program that has the potential to transform the manner in which engineering education is taught.  Dr. Morales has a BS in Mechanical Engineering from Boston University; an MS in Mechanical Engineering from Northeastern University in Boston, MA; and a Ph.D. in Structural Engineering from the University of Puerto Rico at Mayagüez.  Prior to joining Universidad Ana G. Méndez, Dr. Morales worked seven years in industry, including five years with the General Electric Company in Niskayuna, NY (KAPL) where he worked in the mechanical design of a new-concept steam generator.

Contact information:
Email: jcmorales@uagm.edu


Article 8: Teaching with an Online MLA Citation Module at a Hispanic and Minority Serving Community College: Design, Implementation, and Results

Rob McAlear
Assistant Professor
Queensborough Community College English Department

Rob McAlear teaches courses in writing and literature at Queensborough Community College. His pedagogical research is focused on empowering students to understand the work of the English classroom as an extension of the rhetorical and analytic skills they already use in their daily lives.

Contact information:
Email: rmcalear@qcc.cuny.edu


Article 9: The Evolution of Lesson Plans in a Hybrid Course: Flipping the Classroom and Engaging Students Through iPads and YouTube Videos

Dr. Sherese A. Mitchell
Associate Professor
Hostos Community College, Bronx, New York

Sherese A. Mitchell has served as an Assistant Professor at Hostos Community College for 12 years. She holds an Educational Doctorate in Instructional Leadership with a focus in Learning Styles. Prior to working in academics, she spent 20 years in the field working with children in various settings and leadership roles. Dr. Mitchell has brought that experience to her current instructional position to future educators enrolled in methods courses at Hostos. In those courses, she constantly invites student- and colleague- feedback to revise course organization and content to meet the varied learning needs of all students. She is passionate about student accountability and classroom management and provides staff development on such. Dr. Mitchell is a strong advocate of student accountability and serves as a chair of the Student Disciplinary and Instructional Evaluation committees at Hostos. She is an Executive board member of NACCTEP (National Association of Community College Teacher Education Programs) and the Children’s center at Hostos. Additionally, she provides voluntary services of staff development in educational settings and is the Academic Director at a summer camp. Beyond learning-style and note-taking research, Dr. Mitchell has presented many papers at National, local and regional conferences.

Contact information:
Sherese A. Mitchell
Associate Professor
500 Grand Concourse (Room A107)
Email: smitchell@hostos.cuny.edu
Phone: 718-518-4413


Return to Spring Issue: May 2020

To learn more about the authors of previous issues click here

Dr. Marcos Torres- Nazario

     

Author: Dr. Marcos Torres
Full professor
Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus.  He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus.  Also completed a Post Master Certificate in Institutional Research from Florida State University.  In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus.  During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact information:
Dr.  Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103

Authors Volume VIII, Fall Issue

Article 1: An Outline Tutorial in Support of English Language Learners  

Author: Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)

 Minerva Santos is currently an Associate Professor at Eugenio María de Hostos Community College of the City University of New York.  She has over thirty-five years of teaching experience in the field of English as a Second Language.  She also taught in the Rio Piedras Campus of the University of Puerto Rico and was a Visiting Professor at Mahidol University in Thailand, where she also provided training for English teachers.  She has published articles on a variety of topics including teaching grammar, course assessment, peer observation and theory, and the use of poetry in the English language classroom.

Contact information:
Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)
Email: msantos@hostos.cuny.edu


Article 2: Características, preferencias e intereses de los estudiantes a distancia     

Author: Dr. Marcos Torres
Full professor
Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus.  He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus.  Also completed a Post Master Certificate in Institutional Research from Florida State University.  In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus.  During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact information:
Dr.  Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103

 


Article 3: Desarrollo de competencias profesionales sobre simulación virtual en el profesorado de enfermería

Author: Dr. Carmen Irene Díaz
Assistant Professor
School of Nursing Celia Guzman
Medical Sciences Campus, University of Puerto Rico

Dr. Carmen Irene Díaz is an Assistant Professor of Nursing at University of Puerto Rico, Medical Sciences Campus. She hold a Master Degree in Nursing from RCM, UPR and a Doctorate on Education from Nova Southeastern University in Florida. Her specialty areas are Family and Community Nursing, Mental Health and Psychiatric Nursing, Instructional Technology and Distance Education. Actually she’s the Undergraduate Nursing Program Director at RCM, UPR.

Contact information:
Dr. Carmen Irene Díaz
Assistant Professor, Undergraduate Nursing Program Director
School of Nursing, RCM, UPR
Phone: (787) 758-2525 ext. 1093, 1095
Email: carmen.diaz7@upr.edu


Article 4: Efecto del aula invertida como estrategia didáctica en el rendimiento académico                         

Author: Prof. Carolina Schmeisser
Professor, Don Bosco Technical Institute, Rosemead, CA and
Doctoral Candidate, Universidad Internacional Iberoamericana (UNINI), Mexico

Carolina Schmeisser, born in Chile has been living in Los Angeles, California since 1993. In 2009 I finished her Bachelor Degree in Spanish from California State University, Los Angeles. In 2010, completed a Master Degree in Spanish Literature from CSU.

Schmeisser has twelve years of experience teaching as a Spanish teacher at Don Bosco Technical Institute, Rosemead, California. As Spanish Club leader and National Hispanic Honor Society Chair person, she has been in charge of different activities: All Nation Day (Flag Day), induction ceremonies, and others. As a life-long learner, her passion for education has motivated her to pursue higher education, as I she is currently in the last year of a Ph.D program in Education, at the Universidad Internacional Iberoamericana (UNINI), Mexico. Her research led to study technology in the classroom and explore new teaching methodology. As an educator, she’s passionate about teaching others the importance of tolerance, respect, and courage, and Spanish Literature is a great way to bring people together to learn.

Contact information:
Prof. Carolina Schmeisser
Universidad Internacional Iberoamericana UNINI, Mexico
Cel. Phone: (213) 321-2634
Email: carolinaschmeisser2014@gmail.com

 

Co- author:  José A. Medina-Talavera, EdD
Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)

Doctor of education, major in Instructional Technology and Distance Education from NOVA Southeastern University. Director of doctoral research at Universidad Internacional Iberoamericana (FUNIBER/UNINI). Principal Professor for main courses: Computer Tools for Project Management and Project Evaluation for the Master’s Program in Design, Management and Direction of Projects from the Universidad Internacional Iberoamericana (UNINI/FUNIBER). Member of the Advisor’s Committee for Curriculum Review of the Universidad International Iberoamericana (UNINI/FUNIBER). Adjunct Professor of ‘Educational Technology’ at Broward International University. Instructional Designer and Facilitator of the courses: Virtual Education and Technology and Curriculum Design for Virtual Education of the Master’s Program in Virtual Education at Broward International University.

Contact information:

José A. Medina-Talavera, EdD
Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)
Address: Ave. José A. Cedeño, # 521, Arecibo, PR 00612
Email: Jose.medina@unini.org


Article 5: Flourishing in a New Country               

Author: Dr. Nelson Reynoso
Associate Professor, Departments of Social Sciences, Psychology Division
Bronx Community College of the City University of New York (CUNY)

Dr. Reynoso has worked at Bronx Community College of the City University of New York since 1996.  During his tenure at Bronx Community College, he has served as Director of Counseling and as an Associate Professor in the General Counseling Department. Dr. Reynoso has experience teaching freshman seminars in the learning community program at Bronx Community College.  Dr. Reynoso currently teaches a freshman seminar entitled, “Positive Psychology: Fostering Resiliency and Academic Achievement among College Students.” Dr. Reynoso has extensive knowledge of Latino studies, research and teaching.  He has infused Latino culture in his courses.

Dr. Reynoso developed and taught an experimental psychology course entitled, “Latino Psychology” at the City College of the City University of New York. Students found the course extremely beneficial.   As a founding member of the Dominican Studies Institute at the City College, he has conducted research on the Dominican Diaspora. Dr. Reynoso recently deposited in the Dominican Studies Archives a collection of oral history interviews documenting the immigration experience of Dominican immigrants. He has published numerous articles on the immigration and resiliency of Dominicans in higher education. He has presented his research findings at numerous conferences both locally and internationally.

Contact information:
Dr. Nelson A. Reynoso
Bronx Community College of the City University of New York
2155 University Avenue, Bronx, New York 10453
Email:  Nelson.reynoso@bcc.cuny.edu
Tel. 718-289-5247


Article 6: Online Learning for Higher Education Enhancing Access, Student Experiences, and Course Outcomes    

Author: Dr. Monica Sikand
Assistant Professor
Department of Engineering, Physics and Technology
Bronx Community College of the City University of New York (CUNY)

Monika Sikand is an atmospheric scientist and Assistant Professor in the department of Engineering, Physics and Technology at Bronx Community College (BCC-CUNY). Dr Sikand has published research in Radiative Transfer involving in situ radiometric and mixed phase cloud measurements collected in a unique study in Arctic. Her research interests includes use of remote sensing to study radiative transfer in atmosphere, oceans and coupled systems that could be helpful in understanding the radiation budget of earth and climate change.  In May 2018, Dr Sikand will join an international network of scientists and expertise including the University of Colorado, the University of Tokyo (UoT), and the University of California San Diego Scripps Institute (Scripps), SPEC Inc. (SPEC), University of Bergen (UoB), the Norwegian Polar Institute (NPI), Geminali AS (Geminali), Stevens Institute of Technology (SIT) that will deploy an unprecedented suite of instrumentation for the collection of in situ and remote data on mixed phase clouds in the Arctic. Dr Sikand is, currently, co-teaching an interdisciplinary research based course (PHY 100, CHEM 100, BIO 100) in Sustainability, Energy and Green Economy with faculty from Biology and Chemistry in Bronx Community College, CUNY. This interdisciplinary teaching model teach students research based approach to understand the relationships of humans to their environment and facts of climate change, the connections between consumption and quality of life, how the principles of sustainability are building green economy and how to build a successful career with it.

  • Sikand et al., Estimation of mixed-phase cloud optical depth and position using in-situ radiation and cloud microphysical measurements obtained from a Tethered Balloon Platform., Journal of Atmospheric Sciences. J. Atmos. Sci., 70 (2013), 317–329.
  • Sikand et al., Optical Properties of Mixed Phase Boundary Layer Clouds Observed from a Tethered Balloon Platform in the Arctic, J. Quant. Spectrosc. Radiative Transfer, 111(2010) 1921-1930.

Contact information:
Dr. Monika Sikand
Assistant Professor, Department of Engineering, Physics and Technology
2155 University Avenue, Bronx Community College, City University of New York
Bronx, New York 10453-2804
www.bcc.cuny.edu
P: 718-289-5388​


Article 7: Promoting Academic Success through Resilience and Hardiness   

 Author: Jody Resko, Ph.D.
Clinical Associate Professor
Ferkauf Graduate School of Psychology &
Adjunct Assistant Professor
Queensborough Community College of the City University of New York (CUNY)

Jody Resko, Ph.D. is a Clinical Associate Professor at Ferkauf Graduate School of Psychology in the Mental Health Counseling Program.  She is also an Adjunct Assistant Professor at Queensborough Community College / CUNY.

Dr. Resko has a degree in Educational Psychology from the Graduate School and University Center/CUNY.  She has studied trauma and PTSD in children and adolescents.  Her work in this area has inspired her to study how individuals cope with trauma, focusing on resilient attitudes and hardiness.  She is currently working on a research study to identify resilient attitudes among students.

Contact Information:     

Jody Resko, Ph.D.
Clinical Associate Professor,
Ferkauf Graduate School of Psychology &
Adjunct Assistant Professor
Queensborough Community College of the City University of New York (CUNY)
Email:  jreskophd@gmail.com


To learn more about the authors of previous issues click here

Características, preferencias e intereses de los estudiantes a distancia: Años 2013-2016.

Author: Marcos Torres-Nazario, Ed.D. IR Certificate

Full professor

Distance Education Department

Inter-American University of Puerto Rico-Ponce Campus

 

 

Características, preferencias e intereses de los estudiantes a distancia: Años 2013-2016

 

Resumen

 

Este artículo resume las características demográficas, preferencias de estudio, los aspectos positivos y negativos de estudiar, de los estudiantes totalmente a distancia del Recinto de Ponce de la Universidad Interamericana de Puerto Rico (UIPR). Este resumen compara las respuestas de estudiantes a distancia de esta unidad del sistema UIPR desde el estudio de otoño 2013 hasta el otoño de 2016. Los hallazgos revelan que los estudiantes totalmente a distancia son estudiantes adultos que en su mayoría son del género femenino, que poseen experiencia universitaria previa, además de que estudian a tiempo completo un grado universitario, principalmente en el campo de la Administración de Empresas. Asimismo, se mantiene la tendencia de que entre un 6-8% de los estudiantes a distancia son de origen latinoamericano.  En estos cuatro años, no se observan diferencias importantes en las razones y motivaciones que estos estudiantes tuvieron para realizar estudios universitarios a distancia, así como los aspectos positivos o negativos de estudiar por esta modalidad o en el uso de las redes sociales, entre otros.

 

 Palabras clave: Perfil de estudiantes a distancia, estudiantes totalmente en línea, estudios a distancia, online students profile, aspectos positivos y negativos de estudiar a distancia

Uso de herramientas de interacción en la enseñanza de estadísticas en línea: Retos y posibilidades

By:  Marcos Torres Nazario, Ed.D. IR Certificate

Inter American University of Puerto Rico, Ponce Campus

 

Uso de herramientas de interacción en la enseñanza de estadísticas en línea: Retos y posibilidades

Resumen

En este artículo, se describe la utilización de variadas herramientas de interacción en dos cursos de estadística sub-graduados que se ofrecen por la modalidad de cursos a distancia. Estas herramientas permiten aumentar el diálogo en los cursos a distancia, lo que a su vez permite disminuir la distancia transaccional entre profesor y estudiante. Se describe cómo el investigador utiliza varias herramientas de interacción y comunicación, así como la preparación requerida para proveer actividades de interacción y comunicación, para estimular la integración de los estudiantes en las sesiones que ofrezco por esta modalidad, incluyendo el uso de métodos de comunicación complementarios y redundantes, entre otros.

 

Descriptores:

Distancia transaccional, enseñanza de estadísticas en línea, teaching statistics online.

Authors Volume VI, Spring Issue

Article 1: Evaluación de una certificación para docentes que enseñan en entornos virtuales.

Ivette_Torres_VeraAuthor: Dr. Ivette Torres Vera

Director Department of Chemistry
Associate Professor
Pontifical Catholic University of Puerto Rico

Dr. Ivette Torres-Vera is the Director of Department of Chemistry and Associate Professor at Pontifical Catholic University of Puerto Rico (PCUPR), Ponce Campus. She teaches online and face to face courses at PCUPR. Dr. Torres has a Doctoral Degree in Instructional Technology and Distance Education from the Abraham S. Fischler School of Education of Nova Southeastern University. She received Dr. Charles L. Faires Dissertation of Distinction Academic Awards 2015 from Nova Southeastern University. Dr. Torres has a Master Degree in Science – Specialization in Chemistry and a Bachelor Degree in Science – Specialization in Chemistry from the PCUPR. She has an Online Teaching Certificate from Sloan C 2010. Dr. Ivette Torres has been working in the field of online teaching and learning since 2006, planning, designing, and developing Physical Science Online Course and General Chemistry Blended Course at PCUPR. She has actively worked as a leader for the evaluation, development and reinforcement of the assessment processes and policies for online courses, f2f courses and instructional design.  She has offered training workshops for faculty in the area of ​​distance education and instructional design. Her current research interests include instructional strategies, online teaching and learning, faculty development, flipped classroom model and effective use of technology in the classroom to promote learning. She has presented her work in international and national conferences.

Contact info:
Address: College of Science, 2250 Boulevard Luis A. Ferré Aguayo, Suite 569, Ponce, P.R. 00717-9997
Phone: 787-841-2000   (X -1535-1537)
Fax: 787-651-2648
Email: itorres@pucpr.edu
Email:  ivettetorres2011@gmail.com
Linkedin: https://pr.linkedin.com/in/ivettetorres
Scoop.it: www.scoop.it/u/ivettetorres-vera
Twitter: https://twitter.com/torresive


Article 2: Hostos Online Learning Assessment: A Survey of Student Percetions.

KATEWOLFEAuthor: Dr. Kate Wolfe

Associate Professor
Hostos Community College, CUNY, New York

Dr. Kate Wolfe is an Assistant Professor of Psychology at Hostos Community College, CUNY. She teaches a variety of psychology courses, including hybrid and online courses. She is currently the Principal Investigator of the Hostos Online Learning Assessment project and co-investigator on a project investigating quantitative reasoning skills among community college students. She is developing survey research project on attitudes about bisexual and transgender individuals in our urban community college sample. Her research interests include quantitative literacy among urban community college students, student perceptions of online learning, and urban college student attitudes toward sexual minorities.

Contact info:
Assistant Professor, Behavioral & Social Sciences Dept.
Online Learning Assessment Coordinator
Faculty Liaison to Education Technology
Hostos Community College, CUNY
Email: KWOLFE@hostos.cuny.edu

Hoiland18Author: Prof. Sarah L. Hoiland

Associate Professor, Behavioral and Social Sciences
Hostos Community College, CUNY, New York

Sarah L. Hoiland is an Assistant Professor of Sociology in the Behavioral and Social Sciences Department at Hostos Community College, City University of New York (CUNY). She has spent five years conducting ethnographic research on motorcycle club subculture in New York City and in Florida. Currently, she’s the principal investigator of a research project on this subculture and is working on a book about the largest “outlaw” women’s motorcycle club in the United States. This research was funded by a PSC-CUNY grant in 2014-2015 and again in 2016-2017. Her pedagogical research interests include online learning assessment and student perceptions of their quantitative reasoning and quantitative literacy abilities. She has been teaching hybrid courses and service-learning courses since 2009.

Contact info:
Assistant Professor of Sociology, Behavioral and Social Sciences Department
Hostos Community College, City University of New York (CUNY)
E- Portfolio (log in required): https://hostos.digication.com/professor_sarah_hoiland/Home

KateLyonsAuthor: Prof. Kate Lyons

Associate Professor, Library and Educational Technology
Hostos Community College, CUNY, New York

Kate Lyons is Head of Reference and the IT Librarian at the Hostos Community College Library (of The City University of New York). She is also a Faculty Liaison to the Department of Educational Technology. Kate Lyons holds an MS in Management from New York University’s Wagner Graduate School of Public Service, an MS in Library and Information Science from the University of Illinois at Urbana-Champaign, and a BA in English from Grinnell College.

Contact info:
Kate Lyons, Associate Professor, Department of Educational Technology
Hostos Community College, CUNY

Carlos_GuevaraAuthor: Carlos Guevara

Director, Educational Technology and CTL
Hostos Community College, CUNY, New York

Carlos Guevara holds a BS and Master degrees in Computer Science from CUNY & NYU Poly, and is currently pursuing his doctorate degree in Instructional Technology at Teachers College, Columbia University. With over 15 years of experience in Higher Education, Carlos works at Hostos Community College, CUNY, as Director of the Office of Educational Technology and Co-Director of the Center for Teaching and Learning. Carlos is also Chair or the HEO Organization at Hostos, and Founder of the Ecuadorian Youth Organization, and Ecuadorian Scholars Fund.

Contact info:
Director, Office of Educational Technology
Co-Director, Center for Teaching and Learning
Hostos Community College
Email:  cguevara@hostos.cuny.edu
Web:    http://www.hostos.cuny.edu/edtech

Kris Burrell Head ShotAuthor: Dr. Kristopher Burrell

Assistant Professor, Behavioral and Social Sciences,
Hostos Community College, CUNY, New York

Dr. Kristopher Burrell is an Assistant Professor of History at Hostos Community College. He earned his doctoral degree in US History from the City University of New York-Graduate Center. His research interests include online learning assessment, in addition to 20th Century US and African American history. He has been teaching hybrid and asynchronous courses since 2014.

Contact info:
Kristopher Burrell, Ph.D.
Assistant Professor of History, Behavioral and Social Sciences Department
Interim Co-Coordinator Writing Across the Curriculum Program
Hostos Community College

Dr. Jacqueline M. DiSantoAuthor: Dr. Jacqueline M. DiSanto

Assistant Professor,Education
Hostos Community College, CUNY, New York

Dr. Jacqueline M. DiSanto has been involved in online education since her doctoral studies, where she completed six of the required courses online. She has created online and hybrid course sections and mentors colleagues through the design and implementation process. She also shares her expertise in learning styles with participants in the Hostos Asynchronous and Hybrid Initiatives with particular attention paid to meeting the needs of both global and analytic processors in the online environment, and incorporating visual, auditory, and tactual resources into the site design.  It is her strong conviction that the online environment is ideally suited to providing instruction that meets the emotional, environmental, physiological, psychological, and sociological learning-style traits of most students.

Contact info:
Jacqueline M. DiSanto, Ed.D.
Assistant Professor, Early-Childhood Education
Hostos Community College, CUNY
Email: jdisanto@hostos.cuny.edu

Author: Prof. Sandy Figueroa

Assistant Professor, Business
Hostos Community College, CUNY, New York

Professor Sandy Figueroa has been at Hostos Community College since 1976 as an adjunct and then in 1979 as an instructor in the Secretarial Science Department. Since 1999, Professor Figueroa has been teaching in the Computer Information Systems Unit.  From 2003 until 2006, she was the chair of the Business Department. Currently, Professor Figueroa is the Coordinator for the Office Technology Unit of the Business Department. Professor Figueroa is chair of a number of college-wide committees and has served on a number of committees in the Business Department and the College.

Contact info:
Assistant Professor and Office Technology Coordinator, Business Department
Hostos Community College, CUNY
Email: mailto:SFIGUEROA@hostos.cuny.edu

Author: Dr. Aaron Davis

Instructional Designer, Educational Technology
Hostos Community College, CUNY, New York

Dr. Aaron Davis is a three-time graduate of the University of Delaware, with an undergraduate degree in Fine Art, and a Masters and Doctorate in Education. As an instructional designer, Dr. Davis specializes in incorporating new media communication techniques in education, by adapting content from traditional education towards 21st century learning.

Contact info:
Aaron Davis
, BFA, M.Ed., Ed.D.
Instructional Designer, Office of Educational Technology
Hostos Community College, CUNY
Website: http://www.aarondavisart.com/education

Iber PomaAuthor: Iber Poma

Coordinator of Student Services, Educational Technology
Hostos Community College, CUNY, New York

Iber Poma is a Computer Scientist interested in all modes of teaching and learning, especially hybrid and asynchronous. Have taught workshops to students considering to move from a face to face model to an online model. He is experienced with Lecture Capture and “Flip the Classroom” mode of instruction. He has led many initiatives out from the Office of Education Technology, including the iPads in the Classroom Initiative, in which iPads and apps are provided to students, thus bringing technology in the classroom.

Contact info:
Coordinator of Student Services, Educational Technology
Hostos Community College, CUNY
Email: ipoma@hostos.cuny.edu

Wilfredo RodriguezAuthor: Wilfredo Rodríguez

Coordinator, Educational Technology
Hostos Community College, CUNY, New York

Wilfredo Rodríguez, office of Educational Technology Coordinator since April 2012. He have held different positions at the college. First as an ESL/Spanish tutor back in 2002 in the Coordinated Undergraduate Program (CFP). After working for two years in CFP and also facilitating writing workshops, he began working as an administrative assistance in 2004 for the Title V Grant.  When the grant expired, went to work for the Office of Academic Affairs as a HEO where undertook different responsibilities. Rodríguez holds a M.S. and B.S. in Computer Science from Lehman College. After graduating, he continuously keep renovating knowledge in the field by researching the newest technology and how it adapts to education. He’s always fascinated by programming and how it improves productivity and human life in general. Rodríguez have been programming in Asp.net MVC framework for a couple of years and had developed two applications already.

Contact info:
Address: Hostos Community College – CUNY, 500 Grand Concourse, C-556, Bronx, NY 10451
Phone: 718-319-7973
Email: WRODRIGUEZ@hostos.cuny.edu

Linda RidleyAuthor: Prof. Linda Ridley

Lecturer, Business
Hostos Community College, CUNY, New York

Linda Ridley is a Lecturer at CUNY’s Hostos Community College, where she teaches Entrepreneurship, Principles of Management, Principles of Marketing, and Introduction to Business.  Additionally, she is an Adjunct Professor at other CUNY schools – the School of Professional Studies in the M.S. program for Business Management and Leadership, where she teaches Organizational Behavior and Leadership, and Managing Diversity in a Global Economy; and Baruch College’s Zicklin School of Business, where she teaches Business Communications I and II. As a complement to her teaching, Linda is CEO of Edgar J. Ridley & Associates, Inc., an international management consulting firm specializing in change management.  Linda has been designated an Expert Consultant by the Asian Productivity Organization (APO) out of Tokyo, Japan, and she services global clients, conducting workshops and training seminars in workplace effectiveness.  Linda has conducted training for women entrepreneurs from companies and organizations throughout Southeast Asia.  Linda has the additional prestige of being on the faculty of the American Management Association, where her portfolio includes corporate training in analytical topics such as Critical Thinking, High-Impact Decision Making, and High Performance Accountability. Linda studied at Virginia Commonwealth University; she earned her Master’s in Business Administration from the Mason School of Business at the College of William and Mary in Williamsburg, Virginia.  She and her husband, Edgar, reside in Harlem, New York City.

Contact info:
Phone: 718-518-6522
Email: lridley@hostos.cuny.edu


Article 3: Impact of Simulated Game on Learning and Engagement.

NSarkar picAuthor: Dr. Nina Sarkar

Assistant Professor, Business Department
Queensborough Community College, CUNY, New York

Nina Sarkar holds a doctoral degree in International Finance from the University of Houston, TX. Her research focus involved testing the dynamics of exchange rates within target zone regimes of the European Monetary System. After completing her PhD, she pursued a corporate career for 7 years as a Financial Analyst and Analytical Consultant in India, Singapore and in the US. Through her corporate career, she was always in touch with the academic world, serving as visiting lecturer or adjunct professor. She is a full time Assistant Professor at Queensborough Community College, CUNY. She teaches Principles of Finance and Principles of Statistics in the Business Department of Queensborough Community College, CUNY. She also serves as a Chair of the Committee on Course and Standing, an elected member of the Departmental Personnel and Budget Committee and a Coordinator of the Management track of the Business Department. Currently her research focus is on the scholarship of teaching and learning. She is especially interested in making an impact on student academic performances and uses innovative teaching techniques based on sound pedagogical practices to achieve that. During her time at Queensborough Community College, she has presented in several regional, national and international conferences and has published her research.

Christina Manzo picAuthor: Christina Manzo, MBA, CPA

Associate Professor, Business Department
Queensborough Community College, CUNY, New York

Christina Manzo is an Assistant Professor in the Business Department at Queensborough Community College in New York City.  Prior to her present status, she was a Vice President – Senior Credit Analysis for the Dime Savings Bank of New York and an Associate Business Manager for the City University of New York. In her current position, she teaches accounting and other business related courses.  Her research concerns comprise eLearning, flipped classroom model, technology in the classroom, and experiential learning.


Article 4: Mending the Broken Promise: Our Students, Our Teachers, Our Missions.

Dr. Eduardo MartiAuthor: Dr. Eduardo Martí

President Emeritus
Queensborough Community College, CUNY, New York,

former Vice Chancellor
Community Colleges of the City University of New York (CUNY), and

former HETS Chairman

Eduardo Martí, served as Vice Chancellor for Community Colleges of the City University of New York and is president emeritus Queensborough Community College.  Prior to his experience in NYC, he served as President of Corning Community College of the State University of New York (SUNY), and as President of SUNY’s Tompkins Cortland Community College.  Dr. Martí also served as Executive Dean of Tunxis Community College (Campus CEO, CAO) and Acting President of Middlesex Community College, both located in Connecticut Dr. Martí serves on the Board of Trustees of Teachers College at Columbia University, as a member of the Board of Governors of the Council for Aid to Education, and as a member of Gateway to College Board of Directors.  Previously, he served as a member of the NYS Governor’s Commission on Educational Reform. Previously, The College Board’s Advisory Board on Community Colleges as well as the Community College Research Center Advisory Board of Teachers College at Columbia University.  Additionally, he served as Chair of the Board for the Hispanic Educational Telecommunications System (HETS).   Having previously served on the Board of the American Association of Community Colleges (AACC), he was elected once again in March 2009-11. He was elected as a member of the Middle States Commission on Higher Education in October 2010.  In 2011 he was appointed by Mayor Bloomberg to serve on the Panel for Educational Policy of the NYC Department of Education

Three times a graduate of New York University, Dr. Martí holds the Bachelor of Arts, Master of Science, and Ph.D. degrees in biology from the institution.  He is the recipient of the Founders Day Award from New York University and was chosen as the recipient of the New York University Alumni Association’s Distinguished Alumnus Award in November 2007.   In October 2008, the New York Post honored Dr. Marti with their Liberty Medal Award as a champion of human rights.  He was previously named to the Honor Roll of the Phi Theta Kappa, the international honor society for two-year colleges. As the recipient of a Fulbright-Hays Seminars Abroad award, he spent June 2004 traveling in China with leaders of minority serving institutions

Contact info:

Email: Eduardo.marti70@gmail.com
Address: P.O.Box 967 East Orleans, MA 02643
Phone: 917-533-5162


Article 5: Reinventing Remedial Reading in the 21st Century: A Review of the Benefits and Challenges of a Hybrid Remedial Reading Course.

ToniAnnHernenAuthor: Prof. Toni Ann Hernen

Instructor, Department of Education and Reading
Bronx Community College, New York, NY

Toni Ann Hernen is an instructor in the Department of Education and Reading at Bronx Community College, since 2010.  Here she teaches developmental reading, child development, and first year seminar.  She earned her B.A. in History from Queens College, M.S. in Elementary Education from C.W. Post Long Island University, and is pursuing her Doctorate in Education from Northcentral University.

Her research interest includes effective instructional strategies to support the linguistically diverse student in college reading.  She has presented at local and national conferences focusing on best practices in developmental reading.  In addition, she has made numerous contributions to Bronx Community College’s Department of Education and Reading in the area of research and developmental reading support.  Professor Hernen currently is a member of the Teaching Academic and Survival Skills Proposal Review Committee and is a member of the International Literacy Association.  In March of 2016, she was asked to be part of the International Literacy Association’s small interest group meeting in Fort Lauderdale, Florida.

Professor Hernen is author of Blogging in the College Classroom, and has recently finished and co-authored Teaching Critical Literacy: Statistically Measuring the Effectiveness of this Instructional Method in the Community College Developmental Reading Classroom.  She is also a member of her department’s research team and is leading the department’s “Reading Across the Discipline” lecture series.

Contact info:

Email: ToniHernen@gmail.com


Article 6: Strategies to Make Program Assessment Simple in a Digital Era: A Case Study.

Dr. Edilberto ArteagaAuthor: Dr. Edilberto Arteaga-Narvaez

Associate Professor, Natural Sciences Department
Inter American Univeristy of Puerto Rico, Metropolitan Campus

Edilberto Arteaga-Narváez, is an Associate Professor in the Natural Sciences Department at Inter American University, Metropolitan Campus in Puerto Rico. Dr. Arteaga received his Ed.D in Curriculum and Instruction in Sciences from the University of Puerto Rico, Río Piedras Campus. He also holds a MS in Physics from the University of Puerto Rico, Mayagüez Campus. From 2014 to present, he has served as assessment coordinator of Natural Sciences Academic Program. His research interests include physics learning, creative process in the learning and modeling of social systems through system dynamics.

Contact info:
Email: earteaga@intermetro.edu
Phone: (787) 250-1912 Ext. 2323

Dr. Kenia PargaAuthor: Dr. Kenia A. Parga Rivera

Assistant Professor
Natural Sciences Department
Interamerican University of Puerto Rico, Metropolitan Campus

Dr. Kenia A. Parga Rivera has a BS in Chemistry, from the University of Puerto Rico-Río Piedras Campus, which she completed in 2004. She also holds a PhD in Inorganic Chemistry, from the University of Puerto Rico-Río Piedras Campus, which she completed in 2013. In order to obtain this degree, she successfully defended the thesis: Fe8-based MRI Contrast Agents Targeted to Breast and Ovarian Cancer Cells.

She began working at the Interamerican University of Puerto Rico-Metro Campus in 2014 as an Assistant Professor, where she teaches General Chemistry 1, General Chemistry 2, and Advanced Inorganic Chemistry, at the undergraduate level. Since August 2014, Dr. Parga has been a member of the BS in Natural Sciences Program Assessment Committee.

Contact info:
Address: Interamerican University of Puerto Rico-Metro Campus, PO Box 191293, San Juan, Puerto Rico 00919-1293
E-mail: kparga@intermetro.edu
Office Phone: 787-250-1912, X-2323
LinkedIn: https://pr.linkedin.com/in/keniaparga-846a9530

Dra. Lillian GayaAuthor: Dr. Lillian Gayá González

Associate Dean, Academic Affairs, and
Professor, Biology Department
Inter American Univeristy of Puerto Rico, Metropolitan Campus

Lillian Gayá González, PhD is a professor of Biology at the Department of Natural Sciences, Metropolitan Campus of the Inter American University of Puerto Rico.  She served as President of the Standard 14: Assessment of Student Learning Subcommittee for the 2013 MSCHE Self-Study and is currently Associate Dean of Academic Affairs.

Contact info:

Email: lgaya@intermetro.edu
Address: PO Box 191293, San Juan, PR 00919-1293
Office Phone: (787) 250-1912 X- 2527


Article 7: Uso de herramientas de interacción en la enseñanza de estadísticas en línea: retos y posibilidades.

Dr. Marcos Torres2015Author: Marcos Torres-Nazario Ed.D. IR Certificate

Full professor
Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.

Contact info:
Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103

To learn more about the authors of previous issues click here

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Authors Volume VI, Fall Issue

Article 1: Comparison of Student’s retention of core concepts in Traditional, Hybrid and Writing-Intensive Allied Health Microbiology and Infection Control Courses.

Shazia Khan HETS #2Author: Dr. Shazia Khan

Associate Professor
Biological Sciences Department
Bronx Community College, C.U.N.Y.

Nina Sarkar is an Associate Professor at Department of Biological Sciences, Bronx Community College of City University of New York. Prior to coming to BCC, she served as an Adjunct Lecturer at both Hostos Community College and Lehman College. While at Lehman College, earned her Doctorate in Biology (subprogram Plant Sciences) as a CUNY Graduate Center student. Sarkar joined BCC as assistant professor in 2003. There became interested in Pedagogical research when asked to put together a professional Development Plan, and believe that that was one of the best thing that happened to her, since it has allowed her to reflect on my teaching and to improve and grow as an educator.

Matrícula de estudiantes a distancia en Puerto Rico: Actualización a otoño 2013.

Por

Marcos Torres Nazario, Ed.D. IR Certificate

Resumen

En este artículo se actualiza a otoño 2013, los datos sobre la matrícula a distancia, las instituciones que ofrecen cursos por esta modalidad y el nivel educativo de estos ofrecimientos. También, se ofrece un estimado del tamaño del mercado de la educación a distancia en Puerto Rico. Al mismo tiempo, esta información se compara con la matrícula a distancia de Puerto Rico por nivel académico y sector educativo para otoño 2012 (Torres-Nazario, 2014). En general, se encontró un aumento de 36% en la matrícula de estudiantes, así como un incremento sustancial en la oferta de cursos a distancia por las instituciones de educación superior (IES) públicas del país. Por último, se estimó que para las 36 IES superior que ofrecieron cursos a distancia en otoño 2013, este segmento de mercado representó poco más de 133 millones de dólares de ingresos por concepto de matrícula y cuotas.

 

Authors: Volume V, Fall Issue

Article 1: Advances in Technology Pave the Path to Actual Learning

 

Toni Hernen- BrzeskiAuthor: Prof. Toni Hernen- Brzeski

Instructor, Education & Reading
Bronx Community College

Prof. Hernen-Brzeski joined Bronx Community College in 2010 as an adjunct lecturer in reading.  She’s currently holding the position as an instructor in the Education and Reading Department.  Prior to coming to Bronx Community College, she an elementary school teacher in both the Rockville Centre School District and the New York City Department of Education.  Received her B.A. in History from Queens College and my M.A. in Elementary Education from C.W.Post Long Island University.

Her teaching interests include, remedial reading, child study, elementary education, and student development.  Hernen-Brzeski also worked with the New York City Teaching Fellows Program where mentored and observed first year teachers. Developed a new course for the First Year Seminar Program for Bronx Community College and presented at the CUNY Conference for Best Practices.  Along with her work at Bronx Community College, she have also helped pilot the first year debate team at York College.

Primary research interests are in the fields of elementary education with specific interests in pedagogy, child development, and effective use of technology in the classroom to promote learning. Currently reside on Long Island with husband and two children.  In her free time she’s a youth girl’s lacrosse coach and enjoy exploring new and exciting attractions across the city and country.

Contact info:

Email: Toni.Hernen@bcc.cuny.edu

 

Article 2: Análisis sobre los riesgos de seguridad generados por usuarios para las tecnologías de información y comunicación (TIC)

 

Isabel Candal VicenteAuthor: Dr. Isabel Candal Vicente

Associate Professor
Universidad del Este, Ana G. Méndez University System (AGMUS)

Isabel Candal Vicente is an Associate Professor of Management Information System at Universidad del Este, Ana G. Méndez University System (AGMUS).  She received her Ph.D. from the San Pablo-CEU University, Spain.  Her current research interests include data warehouse, data mining and information security.  She has published, presented her work in many journals, and in international and national conferences.

Contact info:

Address: IEN, Business School, B-11 Paseo del Prado, San Juan, Puerto Rico 00926
email: icandal@suagm.edu
Phone:  (787) 398-5186
Fax: (787) 754-9665

 

Co-Author: Dania I. Osorio Concepción

 

Article 3: Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las instituciones de Educación Superior.

 

KONICA MINOLTA DIGITAL CAMERAAuthor: Dr. Mariela T. Collazo

Assistant Vice President for Planning
Universidad Metropolitana

Her major areas of experience includes: development, implementation and evaluation of annual and long term Institutional Strategic Plan in Higher Education, Government Agencies and Corrections and Rehabilitation Programs. Monitor formative and summative evaluation of institutional development plans in Higher Education and Government Agencies.  Ensure proper coordination between the plans, proposed development plan, according to the needs and priorities and fiscal projections. Support the assessment and institutional effectiveness and ensure that the findings and recommendations are integrated into development plans. Support the self-study for institutional accreditation and licensing processes in higher education.    Evaluator of Research Proposals – US Department of Education/Title V Programs, needs assessment and or characteristics of labor market in higher education and government agencies, and assessment of the social, economic and urban situation of municipalities.

Some research are: Learning Assessment of General Education at a Private Higher Education Institution in Puerto Rico: a case study (2013), Conceptualizing a learning assessment model of general education for the School of Education of the Metropolitan University: analysis of the alignment of competencies and their development in the classroom (2010), and Models and learning assessment practices in general education (2010).

Dr. Collazo has a Ph.D. in Education – Specialization in Teaching (2013) from the Universidad de Puerto Rico, Rio Piedras Campus, a Master in Planning (license 722) from the Universidad de Puerto Rico, Cayey Campus  and a Bachelor in Psychology  (Magna Cum Laude, 1997).

Contact info:

Address: 1399 Ana G. Mendez Ave., San Juan, PR 00926
Phone: (787) 766-1717 Ext. 7418
Mobile: (787) 316-9739
Email: mcollazo@suagm.edu

 

Article 4: Impacto de aspectos visuales y estéticos en la Educación a Distancia.

 

LisAuthor: Dr. Lisbel M. Correa

Assistant Professor – Distance Learning Department
Center of Innovation and Creativity in Education (CICE) Coordinator
Distance Learning Associate Deanship
Inter American University of Puerto Rico, Ponce Campus

Dr. Lisbel M. Correa Suárez is Assistant Professor of the Distance Learning Department, and the Coordinator of the Center of Innovation and Creativity in Education of the Distance Learning Associate Deanship. She owns a Doctored Degree in Instructional Technology and Distance Education of the Fischler School of Education of Nova Southeastern University, and a Master Degree in Educational Technology of Caribbean University. Dr. Correa also has successfully worked as an online instructor for sub-graduate and graduate Programs, and has also provide exceptional contributions by creating standardized processes for online courses instructional design. Has actively worked as a leader for the evaluation, development and reinforcement of the assessment processes of the Associate Dean of Distance Education. Furthermore, she designed the institutional training program for online instructors. As well as other online courses for sub-graduate and graduate program.

Contact info:

Phone: 787-284-1912  Ext.2124
Mobile: 787-479-6506
email: lmcorrea@ponce.inter.edu

Article 5: La inteligencia emocional en la Educación a Distancia.

CarmenLuisaHernandezAuthor: Dr. Carmen Luisa Hernández

Full time professor
EDP University of Puerto Rico

Carmen Luisa Hernández has a Bachelor’s Degree in Philosophy, and a Master’s Degree in Arts, with concentration in History from the University of Puerto Rico, Río Piedras Campus.  She also has a Master’s Degree in Information Systems from EDP University and a Ph. D. in Educative Innovation from the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM).

Actually she works as a full time professor in EDP University and for over fifteen years she has taught in classroom and online mode in various universities of Puerto Rico. At EDP University she was in charge of the foundation and accreditation of the online program, and of the development of the politics and capacitation of professors of the online mode.  She was in charge of the Technological Development Office and directed the Academic Institutional Assessment Committee. Currently she also offers her expertise knowledge in educative innovation through the Learning Consultant Corporation, LLC.

Contact info:

email: carmenl@edpuniversity.edu
email: carmenluisahdez@yahoo.com
Phone (Puerto Rico): 787-501-7951
Phone (Dominican Republic): 809-247-3296

 

Article 6: La oferta académica en línea de Puerto Rico: Actualización a otoño 2014.

Marcos TorresAuthor: Dr. Marcos Torres- Nazario

Full professor
Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.

Contact info:

Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X 2049
Fax: (787) 841-0103

 

Article 7: Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de Institución.

 

Marcos TorresAuthor: Dr. Marcos Torres- Nazario

Full professor
Distance Education Department
Inter-American University of Puerto Rico, Ponce Campus

Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.

Contact info:

Email: mtorres@ponce.inter.edu
Phone: (787) 284-1912 X 2049
Fax: (787) 841-0103

 

Article 8: Unified Communication Technology: The Considerations for Adoption for Administration and Pedagogy.

Patricia KahnAuthor: Patricia Kahn, Ph. D.

Assistant Vice President for Technology Systems
The College of Staten Island, CUNY

Patricia Kahn, Ph.D. is the Assistant Vice President for Technology Systems at the College of Staten Island (CSI) where she oversees the operations of all information technology services.  Dr. Kahn has many years of service in higher education technology services.  Prior to coming to CSI, Dr. Kahn served as the Executive Director of Information Technology Services at Brookdale Community College from 2009 – 2014.  While at Brookdale, she oversaw and directed all information technology activities and was the focal point on technology for the campus community and the primary liaison with Educational Services and vendors providing services for the development and management of IT resources. Prior to Brookdale, Dr. Kahn obtained extensive experience in academic technology and distance learning during her nine year tenure at Montclair State University. There she held various administrative positions including Director of Technology Training and Integration.

Dr. Kahn received her BS in Computer Information Systems and an MBA in Finance from Manhattan College. She received her Ph.D. in Education from Capella University, with a concentration in Instructional Design and Online Learning. Her favorite past time is spending time with family and friends as well as her Wheaten Terrier.

Contact info:

Address: The College of Staten Island, CUNY, 2A-303A
Phone: 718-982-2209
Email: patricia.kahn@csi.cuny.edu

 

To learn more about the authors of previous issues click here

 

La oferta académica en línea de Puerto Rico: Actualización a otoño 2014.

La oferta académica en línea de Puerto Rico: Actualización a otoño 2014

Por  Marcos Torres-Nazario Ed.D. IR Certificate

Universidad Interamericana de Puerto Rico, Recinto de Ponce

 

La oferta académica en línea de Puerto Rico: Actualización a otoño 2014

Resumen

En este artículo se actualiza la oferta universitaria a distancia de grados de asociado, bachillerato, maestría y doctorado licenciada por el Consejo de Educación de Puerto Rico (CEPR) para otoño de 2014. En el mismo se identifican las instituciones, la disciplina y el nivel de los programas que se ofrecen bajo esta modalidad de enseñanza. Los hallazgos revelaron que para otoño de 2014, había 52 programas adicionales que los que estaban disponibles en el otoño de 2010. De esta oferta, el 52%  correspondía al sistema de la Universidad Interamericana de Puerto Rico. Asimismo, se encontró que el 47% de la oferta a distancia del país corresponde a programas en las disciplina de administración de empresas y otro 20% eran programas del campo de la educación.  Por otra parte, se encontró que el 43% de todos los ofrecimientos a distancia estaban concentrados en el nivel graduado.

Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de institución .

Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de institución

Por  Marcos Torres-Nazario Ed.D. IR Certificate

Universidad Interamericana de Puerto Rico, Recinto de Ponce

 

 

Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de institución

Resumen

En este artículo se ofrecen datos estadísticos sobre la matrícula a distancia de Puerto Rico por nivel académico y sector educativo para otoño 2012.  La información se obtuvo de un extracto de la base de datos de los cuestionarios IPEDS por institución y nivel educativo de Puerto Rico.  Los datos revelan que para ese término académico, había un total de 38,571 estudiantes en cursos a distancia, ya fuera totalmente o de forma combinada. Además, se encontró que aproximadamente 9 de cada 10 estudiantes estaban matriculados en cursos de nivel subgraduado de 34 IES privadas.  Con esta información, se estima que para la IES el mercado de la educación a distancia del país representó ingresos por aproximadamente 100 millones de dólares para el año académico 2012-13.

Identificadores

“matrícula a distancia”,  “estudiantes totalmente en línea“, “online student enrollment”

 

Las experiencias de los egresados de un programa a distancia en Puerto Rico

By:

Marcos Torres-Nazario Ed.D., IR Certificate

Associate Professor

Inter American University of Puerto Rico, Ponce Campus

 

 

Resumen

En este artículo se describen los hallazgos de una investigación cualitativa de tipo histórico-educativo (Lucca y Berríos, 2003)  en el que se auscultó las perspectivas sobre la educación a distancia de 16 egresados del Programa de Educación a Distancia (PE@D) del Recinto de Ponce de la Universidad Interamericana de Puerto Rico (UIPR-Ponce).  Los participantes completaron un grado universitario de asociado o bachillerato por la modalidad de estudios a distancia entre los años 2003 al 2011.  Los hallazgos revelaron que los egresados de un programa a distancia se ajustan a las características de un estudiante no tradicional. Las razones para realizar estudios, sus actitudes hacia la educación a distancia, la facultad, entre otras, son similares a las descritas en la literatura. Asimismo, de los comentarios de los egresados se entiende que la institución que ofrece estos programas, ha logrado minimizar las barreras institucionales que desalientan a los estudiantes a continuar sus estudios. También, se encontró que la calidad de la facultad de los programas a distancia, es la queja principal de los egresados.

 

Identificadores

“egresados de un programa a distancia”,  “oferta académica en línea“, “online program graduates

 

La educación a distancia es una modalidad con historia e historias.

-Carina Lion (s.f.), Mitos y perspectivas en la educación a distancia

 

Introducción

Tomando como punto de partida el comentario de Carina Lion (s.f.), en este artículo se presentan los hallazgos de una investigación cualitativa de tipo histórico-narración (Lucca y Berríos, 2003) en el que se auscultaron las experiencias de 16 egresados del Programa de Estudios a Distancia del Recinto de Ponce de la Universidad Interamericana de Puerto Rico.  Las entrevistas realizadas buscaban contestar la siguiente pregunta: ¿Cómo fue la experiencia de los egresados que completaron su meta académica por la modalidad de estudios a distancia?  Particularmente, en este artículo se describen las posturas de los egresados con relación a las razones que tuvieron para realizar estudios a distancia, sus actitudes hacia esta modalidad de estudio, la calidad de los servicios de apoyo para estudiantes @ distancia y de la facultad que enseña cursos en línea, los resultados personales y profesionales de haber terminado un grado a distancia, y por último,  qué recomendaciones tienen para del programa del cual se graduaron.

Definición de términos

Para este trabajo se definieron los siguientes términos:

  1. Educación a distancia – se define como “un proceso de educación formal en el que la mayor parte de la instrucción ocurre cuando el estudiante y el instructor no están en el mismo lugar o al mismo tiempo” (Hassenburg, 2009). En este análisis es sinónimo de aprendizaje a distancia, en línea, “online” o “educación no presencial”.
  2. Programa de educación a distancia – se refiere a un programa en el que todos los requisitos para completar un programa se pueden cumplir por medio de cursos por educación a distancia (NCES, s.f.) 
  3. Egresado a distancia – se refiere al individuo que ha concluido sus estudios y ha obtenido un diploma de rango universitario por la modalidad de estudios a distancia.

Literatura relacionada

            El término estudiante a distancia es una evolución natural de lo que en la década de los 90, la literatura describe como estudiantes adultos o no tradicionales. No obstante, debido a la considerable diversidad de sus características demográficas y socioeconómicas, definir o categorizar esta población no es fácil  (Advisory Committee on Student Financial Assistance, 2012).  Por lo general, los estudiantes subgraduados no tradicionales poseen al menos una de las siguientes características.  Estas son: (1) posponen la entrada a la universidad por al menos un año después de graduarse de Escuela Superior, (2) no tienen un diploma de Escuela Superior, incluyendo los que se gradúan por exámenes libres [GED], (3) se matriculan a tiempo parcial en la universidad, (4) son financieramente independientes de sus padres, (5) tienen dependientes además del cónyuge,(6) son padres solteros y, (7) trabajan a tiempo completo mientras estudian en la universidad.  Según Horn y Carroll (1999), estas características tienen el potencial de aumentar el riesgo de abandonar los estudios universitarios ya que están relacionados adversamente con la persistencia o la retención universitaria.  De otra parte, Benshoff y Lewis (1992) describen cuatro factores que distinguen a los estudiantes no tradicionales de los estudiantes regulares o tradicionales. Estos son:

  1. Tienen una fuerte orientación consumista debido a que el adulto ve la educación como una inversión en su futuro.
  2. Tienen múltiples compromisos y responsabilidades no relacionados con los estudios entre los cuales está la familia y el trabajo.
  3. Carecen de relación con una cohorte de edad particular ya que en el sentido tradicional, no pueden asociarse ni corresponden a un grupo de edad particular.
  4. Por último, estos estudiantes tienen una limitada aceptabilidad social y apoyo relacionada con su estatus como estudiante universitario debido a que operan fuera de los roles tradicionales de un estudiante tradicionales.

En sintonía con este perfil, Qureshi, Morton y Antosz (2002),  mencionan siete características que a su juicio describen la mayoría de esta población de estudiantes a distancia. Según esto autores, el estudiante a distancia posee las siguientes características:

  1. Por definición es un adulto que tienen una mayor madurez que el estudiante tradicional.
  2. Está comprometido con su proceso de crecimiento.
  3. Trae un bagaje de experiencias y valores.
  4. Están motivados por el logro.
  5. Tienen expectativas realistas y maduras sobre su educación.
  6. Usualmente tienen múltiples intereses que compiten por su tiempo.
  7. Tienen sus propios patrones de aprendizaje. 

            En resumen, el estudiante a distancia se clasifica como  adulto o no tradicional, debido a que muchos están en la fuerza laboral, tienen la responsabilidad de una familia y buscan en la educación las destrezas necesarias para desarrollar su carrera (Eurich, 1990). Por otra parte, la definición de estudiante a distancia es algo ambigua ya que no permite discernir entre un estudiante que toma todos sus cursos a  distancia, conocido como estudiante virtual, de otro que toma uno o dos cursos por esa modalidad.  Sobre este aspecto,  Omayra Parra de Marroquín (2008), señala que los estudiantes virtuales son personas:

  • Auto-motivadas, ya sea por circunstancias personales o porque poseen altos niveles de motivación intrínseca, que no requieren mucho de otros para mantenerse en el aprendizaje.
  • Auto-disciplinadas que logran manejar los cambios motivacionales y, a pesar del desánimo que pueda surgir en momentos específicos, son capaces de continuar.
  • Tecnológicamente hábiles que comprenden fácilmente el funcionamiento de las herramientas.
  • Con buena capacidad para comunicarse por escrito.
  • Que asumen en serio los compromisos, especialmente cuando un curso requiere buena cantidad de tiempo y energía.

            También señala que rasgos como la automotivación, la autodisciplina y la autonomía frente al aprendizaje, son características que contribuyen en alto grado a que ocurran experiencias de estudio virtuales exitosas.  Por otra parte, los estudiantes adultos, sean presenciales o a distancia, enfrentan tres tipos de barreras de acceso que pueden incidir en su posibilidad de continuar estudios (Advisory Committee on Student Financial Assistance, 2012; Cross, 1981). Estas son: 

  • Las barreras situacionales – se refiere a condiciones que ocurren en un momento determinado que limitan la habilidad del estudiante para continuar sus estudios. El costo de la educación universitaria y la falta de tiempo por razones familiares o de trabajo, son las más comunes. Otras barreras situacionales son la falta de cuido para los hijos, problemas de transportación o tener alguna condición o limitación física, entre otras.
  • Las barreras institucionales se relaciona con ciertas prácticas y procedimientos que desalientan a los estudiantes a continuar sus estudios. Principalmente se refiere a problemas con los horarios de clase, a requisitos burocráticos o el horario de las oficinas de servicio, entre otras.
  • Por último, tenemos las barreras disposicionales o psicológicas. Esta categoría incluye aspectos como las creencias, valores, actitudes o percepciones que inhiben la participación en actividades de aprendizaje organizadas. Esta incluye aspectos como la percepción del estudiante sobre sus habilidades para estudiar, su edad, o baja autoestima. También, incluye aspectos relacionados con la ansiedad y el miedo que sienten por haber dejado de estudiar hace años.

A estas Qureshi, Morton & Antosz ( 2002), añaden una cuarta categoría relacionada a las barreras de información que incluye la falta de información relacionada con las oportunidades educativas disponibles. Las investigaciones relacionadas con los estudiantes adultos a distancia indagan sobre las barreras situacionales tales como familia, trabajo y distancia geográfica. Otras se enfocan en estudiar el efecto de las barreras psicológicas o disposicionales en la confianza de las mujeres que estudian a distancia.  Sin embargo, son las barreras situacionales y las barreras disposicionales las que contribuyen a seleccionar cursos en línea sobre los presenciales. Los aspectos relacionados con las restricciones de tiempo y las dificultades financieras hacen más atractiva la educación a distancia sobre la educación presencial. También está la percepción de que la misma es menos estresante y está mejor organizada cuando se compara con la educación tradicional.

            En el 2012, Aslanian & Clinefelter realizaron una investigación de mercado con 1,500 individuos en la nación norteamericana. Los participantes tenían al menos 18 años de edad, y se habían matriculado recientemente o pensaban matricularse en un programa subgraduado o graduado totalmente a distancia. Sus hallazgos revelaron lo siguiente:

  1. Individuos de todas las edades participan en la educación a distancia. Cerca del 30% de los estudiantes a distancia son menores de 30 años.
  2. Las instituciones con fines de lucro no dominan la educación a distancia. Cerca de dos terceras partes de los estudiantes en línea asisten a instituciones sin fines de lucro.
  1. Los estudiantes que se matriculan en instituciones con fines de lucro y en instituciones sin fines de lucro tienen características similares en términos de género, ingresos, empleo y método de pago de su matrícula.
  2. La mayoría de los estudiantes en línea seleccionaron grados académicos, pero los certificados atraen al 20% de este mercado.
  3. Las instituciones que tiene un recinto o centro de extensión cercano son más atractivas para los estudiantes a distancia. La mayoría se matricula en instituciones dentro de 100 millas de su hogar.
  4. La mayoría de los estudiantes subgraduados traen o transfieren créditos a la nueva institución.
  5. Los estudiantes a distancia buscan términos de estudio cortos, a un costo razonable que tienen una fuerte reputación.
  6. De forma similar a los estudiantes presenciales, los estudiantes a distancia encuentran su programa de interés al visitar las páginas web de las universidades.

            En general, estos autores concluyen que los estudiantes a distancia son mayores, tienen experiencia universitaria previa y varias responsabilidades en sus vidas. Por esto, buscan la conveniencia y flexibilidad que les brinda la educación a distancia. Señalan además, que la educación a distancia les permite ajustar sus estudios alrededor de su horario de trabajo y responsabilidades familiares al permitirles estudiar en cualquier lugar y cualquier hora.

            En Puerto Rico, el Consejo de Educación Superior de Puerto Rico (ahora Consejo de Educación de Puerto Rico), financió una investigación con el fin de proveer datos sobre las características del estudiante a distancia de Puerto Rico (Rodríguez, 2010).  Aunque los participantes de este estudio eran esencialmente estudiantes de programas técnicos no universitarios que no estaban matriculados totalmente a distancia, el estudio identificó algunas características demográficas, el estilo de aprendizaje principal de los estudiantes  y otros factores que incidieron en su decisión de cursar estudios en línea.  Sobre el estilo de aprendizaje de los estudiantes a distancia, se identificó que el 65% eran reflexivos, 63% eran activistas y 55% eran pragmáticos. Por otra parte, los principales factores que incidieron en la decisión de cursar estudios a distancia fueron los siguientes:

  • Flexibilidad en el manejo y distribución del tiempo (87%)
  • Los cursos eran apropiados para su estilo de vida (74%)
  • Ofrecían una alternativa educativa distinta (74%)
  • Les resultaba más interesante (51%)
  • Evitar usar medios de transportación (50%).

Esencialmente, estos cinco factores corresponden a la categoría de barreras situacionales descrita anteriormente por Patricia Cross.

Breve trasfondo del programa de estudios a distancia de la UIPR-Ponce

 

En Puerto Rico,  el Recinto de Ponce de la UIPR se destaca por tener el mayor número de programas a distancia de Aprendizaje a Distancia de Puerto Rico (Torres-Nazario, 2012a). Datos recopilados por la Vicepresidencia de Aprendizaje a Distancia revelan que para el 2012, el recinto tenía 22 (52%) de los 42 programas a distancia de la UIPR. No obstante, a diferencia de otros programas aprobados en el sistema UIPR, la oferta a distancia de Ponce está concentrada en el nivel subgraduado, específicamente entre los grados de asociado y  bachillerato. En su mayoría, estos programas corresponden al Departamento de Administración de Empresas (Véase Tabla 1). 

Tabla 1: Programas a distancia del Recinto de Ponce aprobados por el CES/CEPR hasta 2012

Nivel Nombre del Programa Certificación
Asociado Ciencias Ópticas

Administración de Empresas*

Contabilidad

Sistemas de Oficina2009-221N

2007-083CN

2005-142RL

2007-092NBachilleratoPsicología

Criminología

Justicia Criminal

Sistemas de Oficina

Mercadeo

Gerencia

Gerencia de Recursos Humanos

Gerencia de Operaciones

Negocios Internacionales2009-246N

2010-021N

2007-094

2007-092N

2006-168N

2006-070I

2006-070I

ROA 11-103CN**

ROA 10-032N***MaestríaCurrículo y Enseñanza en Biología, Español, Historia, Matemáticas y TESOL.

Administración Internacional de Empresas (MIBA) con concentraciones en Contabilidad, Finanzas, Mercadeo y Recursos Humanos.2008-122

(5 programas)

 

 

ROA 10-031N

(4 programas)

Fuente: Consejo de Educación Superior de PR, Agosto de 2010; Oferta a Distancia de la Vicepresidencia de Aprendizaje a Distancia y  Certificaciones del Consejo de Educación de Puerto Rico.

*Certificación inicial del CES fue 2002-077

**Certificación inicial del CES fue 2006-070 con el nombre de Gerencia Industrial.

***Programa se puso en moratoria a partir de enero de 2013.

 

 

Los graduados de los programas a distancia

                Los estudiantes matriculados totalmente a distancia representan una porción significativa de la matricula total de estudiantes del Recinto de Ponce de la UIPR.  Datos del otoño de 2012 destacan que de 5,497 estudiantes, 1,423 (26%)  estaban matriculados totalmente a distancia. (Torres-Nazario, 2012b).  La Tabla 2 muestra que desde el 2003 se han graduado 191 estudiantes, entre 4-6% de las clases graduandas del Recinto (Torres-Nazario, 2013c).