Best Practices in Professional Distance Education: A Hybrid Social Work Distance Education Program in South Texas

By: Denise A. Longoria, Ph. D., LCSW, Héctor Luis Díaz, Ph. D. — The University of Texas – Pan American

Abstract

The operation of distance education programs can be quite challenging especially when offering professional programs that require internships, practica and teaching courses that focus on skill development.  It is difficult for instance to teach counseling and other skills through the internet.  Nevertheless, the department of social work at The University of Texas – Pan American has developed a hybrid distance education program that enables it to effectively deliver a bachelor’s and a master’s in social work in the two remote locations of Laredo and Brownsville, Texas with the assistance of modern educational technology.  This program provides access to accredited social work programs in a geographic area covering approximately 300 miles in the state of Texas.  The programs are delivered through a combination of Blackboard, teleconference, Wimba, Skype, cellular phones, reduced seating courses, and Face to Face courses taught on at remote sites by adjuncts or full time faculty members.   UTPA is uniquely positioned to respond to this educational need given that we currently represent the only viable CSWE accredited social work department offering both bachelor’s and master’s degrees in social work south of Austin and Houston, Texas. 

Can Computer Technology Improve the Quality of Science Education at Urban Universities?

By: Maryam Bamshad, Gina Rae Foster, Paul G. Krauzer

Abstract

Research has shown that technology can be a powerful educational tool in facilitating a constructivist approach to teaching science. Research also shows that academic support for students and faculty development activities are positively linked to supporting science teaching and learning. However, despite the availability of these resources at many urban universities, instructors rarely engage students in collaborative learning. This article uses a case study to describe both the challenges and results of implementing a constructivist model of instruction at a mid-size urban college. The article demonstrates the successful implementation of an online interactive course management system and Supplemental Instruction in large classrooms, with the caveat that such practices require extensive training for instructors, staff and students to be feasible. At Lehman College of the City University of New York, both Title V grant and college administrative support has enabled the creation of a model of collaborative engagement that has successfully fostered partnership among instructors, students and staff in constructivist learning and active use of computer technology at an urban college.

Breaking with Tradition: Video Games as an Alternative Tool for ESL Instruction in Puerto Rico’s Public Schools

By: Prof. Kenneth Horowitz, Adjunct Instructor — Pontifical University of Puerto Rico, Mayagüez Campus

 Abstract

Puerto Rico’s public school system has been teaching English as a second language for more than a century but has been unable to increase proficiency rates among students at all levels. A lack of physical and economical resources, combined with a disconnect at the governmental and educational levels, have resulted in an island population that not only does not speak English but sees the language as little more than a tool for employment. Many Puerto Ricans have little or no opportunity to actively connect what they learn in the English classroom to their daily lives due to the absence of a true English-speaking environment. It is possible that video games may serve to bridge the gap between academic content and home life by offering persistent opportunities to use English in authentic contexts and in real time.   

Working Through Challenges and Solutions Encountered in a Social Work Distance Education Program

By: Denise A. Longoria, Ph. D., LCSW, and Maria de Lourdes Martinez–Aviles, Ph. D, MSW — The University of Texas – Pan American

Abstract

Now in its fifth year since inception, this social work distance education program has grown despite unforeseen challenges and limitations.  This paper examines the solutions that have been implemented to overcome these challenges.  Factors include recruitment, technology, student-faculty relationships, professional socialization, and field education. 

Developing and Teaching an Honors Calculus Course in a Community College

By: Dr. Tanvir Prince, and Dr. Ruslan Flek  — Hostos Community College, City University of New York (CUNY)

Abstract

In this article, we describe, from personal experience, the different aspects of developing and teaching an honors calculus course in our community college. More specifically, we address the following issues:

  • What distinguishes an honors calculus course from a standard one?
  • Which high impact practices are applied in the course?
  • What are some of the obstacles to a successful implementation of an honors calculus course at a community college such as ours, and how they may be overcome?
  • What are the benefits of making such a course available to our students?
  • Why are honors course offerings, in general, important at a community college?

In this work, we will describe our individual educational journeys as instructors of this specific course and relate our experiences to other mathematics courses we teach as well as to honors course offerings in other disciplines at our college. Upon reflection, we hope to provide some helpful suggestions, both practical and pedagogical, to those faculty members who intend to design and offer an honors course at our college as well as other community colleges across the nation.