Author Archive

Authors Volume XIII, Spring Issue

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  1. Power BI para la Visualización de Datos en Instituciones Educativas
    Autora
    López Robledo, Diana M.
    Catedrática Auxiliar, Departamento de Administración de Empresas y Ciencias en Computadoras, Universidad de Puerto Rico en Ponce
    diana.lopez2@upr.edu

    Resumen:
    Power BI es actualmente el líder en el mercado de las herramientas de inteligencia de negocios. A través de la literatura se puede ver que el uso y los beneficios de Power BI no deben asociarse exclusivamente con empresas que vendan productos o servicios.  Por lo tanto, en este estudio se estableció la siguiente pregunta de investigación: ¿Puede ser Power BI una herramienta de utilidad en las instituciones educativas que ofrecen servicios a estudiantes hispanos?  Para responder la pregunta, se llevó a cabo un estudio cualitativo para describir y analizar el proceso de desarrollo de tableros utilizando Power BI en una institución de educación superior en Puerto Rico.  Los hallazgos muestran que se logró el desarrollo de tableros en Power BI con tres objetivos principales: (1) presentación de datos institucionales, (2) presentación de resultados de investigaciones y (3) presentación de resultados de avalúo del aprendizaje estudiantil.  Se encontró que la presentación de datos institucionales a través de los tableros permite tomar decisiones informadas basadas en datos, lo cual es parte fundamental de la planificación efectiva en una institución. Además, el uso de Power BI permite enfocar esfuerzos y recursos en la dirección correcta.
  1. Humanismo Digital en la Educación a Distancia y el Diseño Instruccional
    Autoras
    Batiz Cartagena, Marisol

    Ana G Méndez University Online
    mabatiz@uagm.edu

    Rivera Cintrón, Aixa
    Ana G Méndez University Online
    airivera@uagm.edu

    Resumen
    La educación a distancia se presenta como una alternativa educativa con gran auge dado sus beneficios para adquirir un aprendizaje. Este aprendizaje precisa de un andamiaje enfocado en el estudiante como centro y protagonista. El estudiante presenta unas necesidades dado por su condición “humana” y vale la pena reflexionar el aplicar el “humanismo” a metodología de enseñanza. Tanto la administración, diseñador instruccional e instructor, entre otros, requieren por consiguiente, tener las competencias habilidosas para transformar un proceso sistemático y en ocasiones solo centrado en el cumplimiento de dicho proceso, en uno que busque enfocarse en las necesidades del estudiante como individuo.
  1. Relación entre las destrezas de información con la ansiedad bibliotecaria experimentada por estudiantes subgraduados en la modalidad a distancia.

    Autora
    Garriga Vidal, Giselle M.
    Bibliotecaria Sala de Investigaciones, Universidad Politécnica de Puerto Rico y Universidad Interamericana de Puerto Rico, Recinto de Ponce
    ggar8463@interponce.edu

    Resumen
    El propósito de esta investigación fue examinar la percepción de estudiantes subgraduados a distancia sobre su nivel de dominio de los conceptos umbrales asociados con las destrezas de información, y la relación con el nivel de ansiedad bibliotecaria que identificaron experimentar. La investigación fue de carácter cuantitativo, con diseño no experimental y alcance correlacional. Se administró un cuestionario electrónico, conformado por dos instrumentos: la Escala de Percepción para las Destrezas de Información de Doyle et al. (2019), y la Escala de Ansiedad Bibliotecaria en Entornos Virtuales, basado en la Escala de Ansiedad Bibliotecaria de Bostick (1992). Participaron 50 estudiantes de 21 años o más, cursando su segundo año en adelante de un bachillerato ofrecido totalmente a distancia en una universidad privada en Puerto Rico. Los resultados sugieren que los participantes tienen una percepción alta sobre su nivel de dominio de los conceptos umbrales para las destrezas de información, y que experimentan un nivel leve de ansiedad bibliotecaria. Esta correlación negativa permite inferir en la importancia del desarrollo de las destrezas de información en estudiantes subgraduados a distancia, para de esta forma, disminuir sus niveles de ansiedad bibliotecaria, los cuales resultan ser adversos en el desempeño académico de los estudiantes (Onwuegbuzie & Jiao, 2004).
  1. Identifying Dissertation Challenges of Hispanic Graduate Students
    Author
    Giust, Amanda M.

    Albizu University
    agiust@albizu.edu

    Abstract
    Writing and research assistance for doctoral students writing dissertations via one-on-one tutoring sessions was implemented at an HSI in the southeastern United States. This exploratory sequential mixed methods study aimed to inform the specific challenges of Hispanic graduate students completing dissertations at HSIs and identify the next steps for student support. Data were collected through an online survey completed by tutors (n=3) upon completion of each tutoring session. A total of 398 responses were analyzed and coded. Results demonstrated three major themes: writing skills (n=324), research skills (n=125), and general graduate student skills (n=20). Writing challenges included implementing APA style correctly, effectively summarizing articles, beginning chapter outlines, organizing information in dissertation drafts, and writing the literature review chapter. Research challenges included conducting a systematic literature review, analyzing data and finding themes, organizing results, going through the IRB process, locating articles using databases, and interpreting literature.
  1. Closing the Equity Gap and Improving the Success of All Students in Anatomy and Physiology through a Scaffolded Approach

    Author
    Ellison, Irina V.
    Associate Professor and Associate Dean, School of Health and Natural Sciences, Mercy College
    iellison@mercy.edu

    Abstract
    The importance of a diverse healthcare workforce has been highlighted and supported by the literature as a key factor in reducing healthcare disparities and improving access to and quality of healthcare among underserved populations.  However, minorities remain underrepresented throughout the health professions, and in New York, the Hispanic population is particularly underrepresented across the health professions.  The largest private Hispanic Serving Institution (HSI) in NY state, Mercy College has a robust health professions program.  However, Anatomy and Physiology (A&P), the gateway course for most health professions students, is the number one obstacle to persistence in those majors.  In addition, this obstacle disproportionately impacts Hispanic students with a resultant equity gap in student success.  Through a multi-pronged scaffolded approach, which involved developing and implementing evidence-based inclusive practices, we have closed the equity gap and improved the overall student success of all students in A&P 1 lecture and lab, even in the face of COVID.  
  1. Autorregulación de los Aprendizajes entre los Graduados que Estudian bajo la Modalidad de Educación a Distancia

    Autora
    Torres
    Vélez, Milagros
    Especialista en Diseño curricular y multimedios
    Universidad Interamericana de Puerto Rico
    mvelezto@ponce.inter.edu

    Resumen
    El propósito de este estudio fue investigar cómo influye la autorregulación en el aprendizaje, en el éxito académico del estudiante graduado que estudia en la modalidad de la educación a distancia en una institución de educación superior localizada en el sur de Puerto Rico. El marco teórico se fundamenta en la Teoría del Desarrollo Cognitivo de Piaget (1968) y en la Teoría de la Andragogía de Malcom Knowles (1970). La revisión de literatura aborda diversos tópicos relacionados a la educación para adultos, educación a distancia, la autorregulación y la retención. Es un estudio cuantitativo correlacional con una muestra no probabilística. Los participantes fueron 47 estudiantes del programa graduado a distancia. Se administró un cuestionario en línea denominado “Autorregulación para el aprendizaje académico en la universidad”, elaborado por el Dr. Juan Carlos Torre. Los resultados fueron analizados usando el programa Statistical Package for Social Sciences (SPSS) que revelaron el perfil de los estudiantes del programa graduado a distancia sobre la autorregulación del aprendizaje. En conclusión, los estudiantes graduados a distancia poseen el conocimiento sobre el proceso de autorregulación en sus aprendizajes mediante el dominio de estrategias y el aprendizaje autónomo. Se determinó que los factores de autorregulación que influyen en el rendimiento académico son de control y verificación, son los más practicados en los educandos graduados a distancia e investigados en este estudio.
  1. Estado de situación de la educación superior en Puerto Rico a otoño de 2021

    Autor
    Torres-Nazario, Marcos

    Catedrático de Educación
    Universidad Interamericana de Puerto Rico-Ponce
    mtorres@ponce.inter.edu

    Resumen
    Este artículo comparte información sobre la población de Puerto Rico y su impacto en la matrícula universitaria del país. Además, incluye información sobre la matrícula de estudiantes a distancia y proyecciones de la matrícula total del país al 2025. Para los próximos años, se estima que ocurrirán grandes cambios significativos en la cantidad y la composición de las IES del país.
  1. Enhancing Linear Algebra Learning through Computational Thinking: A Project-Based Approach

    Author
    Prince, Tanvir
    Associate Professor, Department of Mathematics, Hostos Community College, City University of New York (CUNY)
    tprince@hostos.cuny.edu

    Abstract
    This article discusses the integration of computational thinking concepts, including algorithm, coding, abstraction, decomposition, debugging, and pattern recognition, into a Linear Algebra course in a community college in the fall of 2022. Through the implementation of project-based learning (PBL), we aimed to enhance students’ understanding of linear algebra topics while familiarizing them with essential computational thinking concepts. A pre-and post-survey assessed the students’ familiarity with the concepts. The results indicated a significant improvement in the students’ understanding of computational thinking concepts and their application in linear algebra.

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Donna Kessler-Eng, Ph.D.

Associate Professor, Department of English
Bronx Community College at City University of New York

Donna Kessler-Eng is an associate professor of English at Bronx Community College (BCC). She is currently BCC’s Strong Start to Finish Resident (English), and is designing co-requisite courses for students with developmental needs in both English and reading. She earned a Ph.D. in English from the CUNY Graduate Center where she specialized in antebellum American literature and nineteenth century American medical and cultural discourse. She teaches developmental writing, composition, and literature and medicine courses. Her research interests include literature and medicine, pedagogy, first-year writing, developmental education reforms and strategies for community college students’ success. She has served as the coordinator of BCC’s Developmental Writing Program, and as the coordinator of BCC’s Tutorial Intervention Program. She was also a member of CUNY’s Developmental Writing Advisory Committee and CUNY’s Writing Discipline Council.

Contact Information:

Email: donna.kessler-eng@bcc.cuny.edu
Phone: 718-289-3004

Swan Kim, Ph.D.

Associate Professor, Department of English
Bronx Community College at City University of New York

Swan Kim is an associate professor of English and Writing Across the Curriculum (WAC) coordinator at Bronx Community College (BCC) at City University of New York (CUNY). She received her PhD in English at University of Virginia specializing in Asian American diaspora. She teaches courses in composition and ethnic American literature. Her research interests include WAC/WID, first-year writing, antiracist pedagogy, diaspora and immigration, race and ethnicity, and Asian American literature and culture. She has been serving as the Diversity, Equity, and Inclusion committee co-chair at the Association for Writing Across the Curriculum (AWAC), the co-leader for the CUNY WAC Professional Development, and a faculty senate and council member at her college.

Contact Information:

Email: swan.kim@bcc.cuny.edu
Phone: 718-239-5745

Prof. Sylvia Maria Ruiz Santiago

Indiantown Adult Learning Center (IALC)
Martin County School District

Ruiz Santiago is a teacher originally from Spain, with two bachelor’s and a master’s degree in Education. Currently she’s pursuing a Ph.D. in Education and Leadership. She has been teaching for twelve years in privates and public institutions from kindergarten to university levels around the world; in Spain, France, Chile and now the USA. Her expertise is how to teach a foreign language. In the United States, she worked for three years as a French Immersion School teacher and later on as a Spanish professor in College. Right now, she’s teaching ESOL for the District of Martin County.

Contact Information:
Email: srs_86@hotmail.com
Phone: 614-843-2726

Dr. Brenda Lee Morales Gonzáles

Kaiser University

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, she completed a PhD in Educational Leadership at Keiser University where she 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 Dean of Academic and Student Affairs at Humacao Community College in Puerto Rico, in addition to offering online courses to Humacao Community College in Puerto Rico, in addition to offering online courses to university level at the Master’s and PhD level.

Contact Information:
Email: bmorales@keiseruniversity.edu
Phone: 787-672-7661

Dr. Frances Vázquez Padilla

Chancellor
NUC University

Dr. Frances M. Vázquez Padilla holds a Bachelor’s Degree in Nursing, few years later completed a Master’s degree in Advanced Practice in Nursing. In 2020, she completed an Ed. D. in Educational Management and recently she completed a professional certification in Neurolinguistic Programing and Coaching. She is currently doing another certification related to educational neuroscience. She has 14 years of experience working in the field of education in several positions as Faculty, Academic Director, Academic Dean at NUC University. Currently she serves as Chancellor at NUC University, Ponce Campus in Puerto Rico.

Contact Information:
Email: fvazquez@nuc.edu / francesm.vazquez@gmail.com
Phone: 787-213-2101 – 787-840-4474 –Ext. 7009
Twitter: @DraFrancesVazq1

Dra. Yubelkys Montalvo

Diretora Ejecutiva
HETS Consortium

La Dra. Yubelkys Montalvo trabaja para el Hispanic Educational Technology Services Consortium (HETS, por sus siglas en inglés) desde el año 1999. Desde que fue designada Directora Ejecutiva en el 2006, su enfoque principal es el crecimiento de la organización y la diversificación de los beneficios para las instituciones miembros del Consorcio. Entre las iniciativas desarrolladas se destacan: la creación de nuevos servicios como la revista arbitrada HETS Online Journal, el programa de Estudiantes Embajadores y la colaboración para proponer nuevas alternativas educativas tecnológicas y compartir las mejores prácticas a través de eventos educativos como el Best Practices Showcase y el Student Leadership Showcase y recientemente, webinars para facultad, administradores y estudiantes. Además, ha coordinado y dirigido numerosos adiestramientos internacionales en universidades de Colombia y México, y ha participado en numerosas conferencias y foros Nacionales e Internacionales. La Dra. Montalvo posee un Bachillerato en Comunicaciones de la Universidad de Puerto Rico, Recinto de Río Piedras, y una Maestría en Relaciones Públicas de la Universidad de Sagrado Corazón. Actualmente, completó su doctorado en el programa: Educación en Liderazgo e Instrucción en la Educación a Distancia de la Universidad Interamericana de PR, Recinto de Ponce.

Contact information:
Email: yublekys_montalvo@inter.edu
Phone: (787) 616-3201

Dr. Diana M. Valle-Riestra

Project Director
Title V PPOHA Graduate Grant
Albizu University-Miami Campus

Dr. Diana M. Valle-Riestra is the Project Director of the Title V PPOHA Graduate grant and a faculty member in the Speech & Language Pathology graduate program at Albizu University-Miami Campus. She has a Ph.D. in Special Education and Reading and an M.S. in Learning Disabilities and Emotional Disturbance from the University of Miami, School of Education. She has over 16 years of experience in higher education teaching undergraduate and graduate courses and has served as the Project Director or Principal Investigator for several multi-year education grant projects totaling over $9.5 million in competitive funding.

In addition to Dr. Valle-Riestra’s project management experience and grant writing activities, she is a researcher with interests in the areas of special education, postsecondary inclusive education, working with diverse families, and leadership and advocacy issues within the context of special education. She has experience managing and coordinating undergraduate and graduate programs in special education, research projects, and local school district program evaluations; has consulted and published research on exceptional populations; and has served on several professional Executive Boards.

Contact information:
Address: 2173 NW 99th Avenue, Miami, FL 33172
Email: dvalle-riestra@albizu.edu |Phone: 305-593-1223 X3153

Dr. Amanda (Mandy) Giust

Director, Graduate Student Research Center
Albizu University, Miami Campus

Dr. Amanda Giust holds an Ed.D. in Adult Education and Human Resource Development from Florida International University. She has experience educating young children, adolescents, and adults of all abilities. Dr. Giust has eight years of experience managing a variety of community and federal grants and three years of experience in classroom teaching. Dr. Giust’s research interests include diverse learners, learning across the lifespan, self-directed learning, and career development

Prof. Megan Eberhardt-Alstot

Learning Design Lead
Lecturer, School of Education
California State University, Channel Islands

Megan Eberhardt-Alstot is the Learning Design Lead for California State University Channel Islands (CSUCI) Digital Learning Unit. She is also a Lecturer in the School of Education. She earned her BA and Teaching Credential from Pepperdine University and her Master’s in Educational Leadership and Administrative Credential from CSUCI. Prior to joining CI, Megan spent ten years as a K-12 Educator. As part of the Learning Design Team she designs, develops and facilitates faculty learning experiences specific to online and mixed-modality teaching. She also co-created Learning Online 101, an online micro-course to prepare students for success as online learners.  Megan is interested in learning innovation, learning science, and the intersection of pedagogy and technology to create empathetic, equitable and responsive learning environments.


Contact information:
Email: megan.eberhardt-alstot@csuci.edu

Lydia Dixon, Ph.D.

Assistant Professor of Health Science
California State University, Channel Islands

Lydia Z. Dixon is an Assistant Professor of Health Science at California State University, Channel Island and holds a PhD is in Anthropology from the University of California, Irvine. Her research is primarily ethnographic and examines health systems and health disparities in the US and Mexico. Specifically, Dr. Dixon has published on midwifery, reproductive health, community health and obstetric violence. Her teaching focuses on ethics, community health, and research methods. She is passionate about inspiring her students towards careers in research and practice through active learning in classroom and virtual spaces.

Contact information:
Email: lydia.dixon@csuci.edu

Jaime Hannans, PhD, RN, CNE

Associate Professor, Nursing
California State University, Channel Islands

Jaime Hannans PhD, RN, CNE is Associate Professor of Nursing at California State University Channel Islands. Dr. Hannans obtained her BSN and MSN from CSU, Chico, and PhD from University of Nevada, Las Vegas. Dr. Hannans has been teaching at CSUCI since 2009, with 20-years critical care nursing experience. She is also the CSU Affordable Learning Solutions (AL$) Campus Co-Coordinator, where the campus effort has saved students over five million dollars in the past five years. Her research interests focused on immersive virtual reality, mixed reality, simulation, technology in teaching and learning, textbook affordability, and the use of open educational resources in higher education.

Contact information:
Email: jaime.hannans@csuci.edu
Webpage: jaimeahannans.com

Kristen Faye Linton, MSW, Ph.D.,


Assistant Professor
California State University, Channel Islands

Dr. Linton has a PhD in social work and has been teaching and mentoring Latinx students for seven years; she utilized high-impact practices, such as service learning and undergraduate research. As a social worker and disability expert, she is dedicated to assessing and addressing inequities in education.

Contact information:
Email: kristen.linton@csuci.edu

Beth Counihan, Ph.D.

Associate Professor, Department of English,
Queensborough Community College-CUNY

Beth Counihan is an Associate Professor in the Department of English at Queensborough Community College of the City University of New York.  While in an administrative position at Lehman College, she worked on the HETS Virtual Plaza FIPSE grant and she has been teaching at Queensborough since Fall 2001.  Her interests include High Impact Practices, reading theory and pedagogy, and nature across the curriculum.  Her work has been published in English EducationCommunity College Humanities Review and the edited volume ​What is College Reading

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

Comparison of Connectedness in Online, Blended, and Face-to-Face Research Methods Courses among Hispanic and Low-Income Students.

Authors: Kristen Faye Linton, MSW, Ph.D., Lydia Dixon, Ph.D., Jaime Hannans, RN, Ph.D., & Megan Eberhardt-Alstot
California State University, Channel Islands

Abstract

When students feel connected to the instructor, they are more likely to remain motivated, engaged, and persist toward completing an online course. Rarely have studies compared connectedness in three modalities: online only, blended, and face-to-face. This study compared perceptions of connectedness among students (N = 27) from an Hispanic Serving Institution with their instructor and peers in a research methods course. The sample of students took the same course in three different sections- each taught in a different modality by the same white instructor. Connectedness and students’ grades were lower for students who took the course fully online. However, student ratings of teachings were highest for those who took the online-only section. Latinx students reported less connectedness in the online-only section than others. The results inform decisions about teaching modalities during the pandemic and in the future; synchronous learning is critical to obtain equitable connectedness among Latinx students.

Keywords

Teaching modality; connectedness; social presence; Latinx; Hispanic Serving Institution; online teaching; blended learning

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