Coordinator
Business Administration Department Colegio Universitario de San Juan
Dr. Rivera has 20 years of experience as a university professor teaching courses in educational technology and computer programming at the undergraduate and graduate level from several higher education institutions in Puerto Rico. He has collaborated on multiple occasions as an evaluator of the Higher Education Council Puerto Rico (CESPR) and offers professional training workshops to educators of the public education system of Puerto Rico. He holds a master’s degree in information systems and a doctorate in educational administration. He currently serves as coordinator of the department of Business Administration of the University College of San Juan.
Karikari is a Biomedical scientist with interest in biomarker discovery and proteomics using Mass Spectrometry applications. He is currently a professor at Bronx Community College, a lecturer in college Chemistry. His work focus is on improving and implementing science-related educational skills in students.
Assistant Professor Department of Biological Sciences Bronx Community College, CUNY
Dr. Yasmin Edwards is an Assistant Professor in the Department of Biological Sciences at Bronx Community College. Her research focus is DNA Repair Systems. Her most recent article “An Msh3 ATPase domain mutation has no effect on DNA Mismatch Repair, published by BioMed Central Research Notes in November 2017 reveals the limited effect of the protein on DNA Mismatch Repair. She is also currently engaged in pedagogical research projects focused on the impact of accelerated workshops/courses on students’ long-term performance as well as the effective use of technology to enhance student comprehension in undergraduate science courses. Dr. Edwards is the program coordinator for the Biotechnology Program at Bronx Community College, a student research mentor and Biology Club faculty advisor.
Dr. Dickens Saint Hilaire is an Assistant Professor in the Chemistry and Chemical Technology Department at Bronx Community College of City University of New York. His research area is Greenhouse Gas Monitoring, Brown Grease Pyrolysis Mechanism and Soil Analysis. He is also currently engaged in pedagogical research projects focused on the impact of accelerated workshops/courses on students’ retention and graduation as well as the integration of technology in Science, Technology, Engineering, and Mathematics (STEM) courses.
By: Stacia Reader, and Seher Atamturktur, Bronx Community College (BCC), City University of New York
Author Note: Stacia Reader, Department of Health Physical Education and Recreation, BCC; Seher Atamturktur, Department of Biological Sciences, BCC. This assessment project was supported by a BCC Presidential Grant. Correspondence concerning this article should be addressed to Stacia Reader, Department of Health Physical Education and Recreation, Bronx Community College, Loew Hall, Room 308, 2155 University Avenue, Bronx, NY 10453. Contact: stacia.reader@bcc.cuny.edu
Abstract
Many students enter community college with unclear goals or little sense of how to link academic and career plans. We aimed to guide students’ decisions about careers by providing career forums in the health, STEM and business fields where professionals spoke about their academic and career paths and follow-up academic forums where staff provided information about their department’s services at Bronx Community College (BCC). In total, 163 students attended the health career forum and 205 students attend the STEM and business career forum. A majority of students who completed the post surveys reported the career forums were extremely or very helpful to their future academic plans and most reported they felt very much or somewhat more knowledgeable about their career path after attending the event. Almost half (49%) of those who completed the post survey for the heath career forum indicated they would consider an alternative career path. Most students reported the academic forums were helpful to their future academic plans. These results suggest that hosting career and academic forums may help students identify and enter programs of study that are appropriate for their goals and interests early in their academic career thereby helping to improve completion and retention rates.
En la presente investigación se buscó determinar la efectividad de las modalidades de enseñanza presencial y a distancia en el aprovechamiento académico de estudiantes del componente general del programa de educación de una universidad privada de Puerto Rico. El diseño de la misma fue cuasi experimental. El marco teórico que sustentó la investigación fue la Teoría basada en la autonomía y la independencia del estudiante de Wedemeyer (1977) y la Teoría Constructivista de Piaget del 1978. Se utilizaron dos instrumentos, uno de cada materia: matemática y español, diseñado y construido por los miembros de la facultad de las materias correspondientes. La muestra de este estudio fue por disponibilidad y constó de 36 estudiantes matriculados tanto en modalidad presencial como a distancia. Los datos obtenidos se sometieron al análisis estadístico y se utilizó el programa Statistical Package for Social Sciences (SPSS). Para el nivel de confiabilidad se utilizó el Alpha. Para determinar si existe diferencia significativa entre modalidades de enseñanza, se utilizó prueba t para muestras independientes. Los hallazgos y conclusiones van dirigidos a la creación de una teoría dirigida a la formación del estudiante la cual tendrá simultáneamente un enfoque individualista y un enfoque colectivo de participación activa.
ABSTRACT
This research aims to determine the effectiveness of on-site and online modes of delivery on the academic achievement of students enrolled in the general component of the education program of a private university in Puerto Rico. A quasi-experimental design was used, and the Wedemeyer’s Theory of Independent Study (1977) and Piaget’s Constructivist Theory (1978) provided the framework for the research. Two instruments, prepared by the faculty of the corresponding subject matters, math and Spanish, were used to obtain the data. The sample for this study was by availability and consisted of 36 students in both groups, on-site and online. The data obtained was analyzed using the Statistical Package for Social Sciences (SPSS). T-Test for independent samples was applied to determine the level of significance. The findings and conclusions are aimed at creatives of a theory that focus on one formation of student using simultaneously an individualistic and a collective approach.
By: Dickens St. Hilaire, Yasmin Edwards, Anuku Nicolas, and Nana K. Karikari; Department of Chemistry and Chemical Technology, Bronx Community College of the City University of New York.
2155 University Avenue, Bronx, New York, 11453, Bronx, New York, 10453
Introductory or gateway science courses often prove challenging for many community college students. At a Hispanic Serving Community College like Bronx Community College (BCC), many students abandon majors in science because they are unable to successfully complete the introductory science course requirements for their majors. To address this challenge we implemented an Accelerated Sequence Program (ASP). This paper evaluates the merits and functionality of the intensive ASP platform, which entailed combining the Chemistry 02 (CHM02) and chemistry17 (CHM17) courses offered by the Chemistry Department of Bronx Community College (BCC) in an accelerated one-semester sequence. This paper enumerates the program’s impact on student performance and retention. It also indicates that the students enrolled in the remedial CHM02 ASP sections achieved the greatest benefit from the introduction of ASP to the Chemistry Department of BCC.
Keywords: Hispanic Serving Community College, Accelerated Sequence Program, General Chemistry, Remedial Chemistry, Supplemental Instruction Workshops, Peer Instructors
Las nuevas tecnologías permiten ahora formas no tradicionales de educación. Con ello se eliminan barreras de tiempo y espacio que desalientan y entorpecen a muchos empleados en su desarrollo profesional. Por otro lado, existe una tendencia a visualizar la educación a distancia como un mero producto de la comercialización de la educación, y el proceso evaluativo se vuelve una de las áreas más criticadas por parte de amplios sectores académicos (Noble, 2001). Las organizaciones que proponen iniciar el uso de las técnicas de educación a distancia o en línea para desarrollar a su personal no deben perder de perspectiva que los seres humanos aprenden de diversas formas y que en dicho proceso influyen una diversidad de factores. Esta investigación se sustenta sobre la base teórica conceptual la teoría de difusión de la innovación según Everett Rogers (1995). El estudioso Everett Rogers introdujo la teoría de la difusión en el contexto del estudio y la práctica del desarrollo. Dicho estudioso destacó la importancia de la difusión como un proceso en el cual las personas adoptan un modo de vida más desarrollado técnicamente y más rápidamente cambiante, a esto se le denomina innovación. Se trata de una teoría ampliamente aplicada en el análisis de la adopción de la Internet y experiencias a distancia puesto que alude a la ventaja relativa obtenida por la adopción, su complejidad y compatibilidad con los sistemas de valores previamente existentes y la posibilidad de probar la tecnología antes de adoptarla definitivamente. Estos factores resultaron de importancia para enmarcar el pensamiento de que los cambios suceden cuando las personas como sistema social, para efectos de esta investigación se trata de los docentes, adoptan nuevas ideas y crean conciencia acerca de la aplicación de herramientas y métodos modernos o tecnológicos.
In recent years developmental education began shifting from a reliance on high-stakes testing in reading and writing to a multiple measures model for assessment. The multiple-measures model, which opens up a whole new array of writing opportunities for English Language Learning students, also aligns with good practices in course design, in the hybrid modality. This article describes a Grammar Adventure Game that two faculty members at Hostos Community College (CUNY), developed using Twine. The Grammar Adventure game served both as an alternative to a traditional grammar assignment, and as a pre-writing activity for a creative writing assignment, in an intermediate English as a Second Language (ESL) course. The authors discuss students’ experience using this gamified approach, and why it works in the hybrid environment.
Author: Charmaine Aleong RN, RD, MS, MSN Associate Professor
Bronx Community College of the City University of New York (CUNY)
Charmaine Aleong is a Registered Nurse and Registered Dietitian. Ms. Aleong holds a Master’s Degree in Nutrition from Teacher’s College, at Columbia University, and a Master’s Degree in Nursing, from Lehman College of the City University of New York (CUNY). She also received training as a Master Gardener at the Cornell University Cooperative Extension. Ms. Aleong is presently an Associate Professor at Bronx Community College (BCC), CUNY, where she teaches courses in nutrition, as well as personal and community health.
Ms. Aleong is the coordinator of the Dietetic and Nutrition program at BCC, where she also serves as advisor to the Food and Garden Club. In this capacity, her objective is to improve healthy eating behavior by empowering students with the ability to prepare healthy low cost meals as well as grow some of their own food, in an urban environment. She educates students on the growing of seasonal vegetables in the college demonstration garden, and creates “garden to table” cooking experiences, during club hours. The popularity of the college’s Food and Garden Club has led to Ms. Aleong being voted outstanding club advisor for the past 2 years. Ms. Aleong also works with the BCC Food Pantry to help reduce food insecurity in this urban population, which is at high risk for chronic health issues. These issues arise from the community’s limited sources of affordable, healthy food choices and lack of knowledge about healthy food options.
Contact info: Address: 2155 University Avenue, Bronx, NY 10453 Email:charmaine.aleong@bcc.cuny.edu Phone: 718-289-5100 ext. 5048
Author: Kate Wolfe, Ph.D. Assistant Professor, Psychology, Behavioral & Social Sciences Dept.
Chair, Educational Technology & Leadership Council (ETLC)
Co-Chair Hostos Online Learning Assessment (HOLA) Committee
Faculty Liaison to Education Technology
Hostos Community College of the City University of New York (CUNY)
Kate Wolfe earned her Ph.D. in Social Psychology at the University of Houston. She is an Assistant Professor of Psychology in the Behavioral and Social Sciences Department at Hostos Community College, CUNY. She is a social psychologist with research interests in quantitative reasoning and quantitative literacy among urban community college students, student perceptions of online learning, using iPads in teaching, linking general psychology and statistics to help reduce the number of remedial math courses taken by students, and urban college student attitudes toward sexual minorities. Regarding quantitative reasoning, she is interested in student perceptions of their own quantitative literacy and student abilities in performing QR tasks such as analyzing pie charts. She co-chairs the Hostos Online Learning Initiative and is chair of the Educational Technology and Leadership Council. This project resulted in numerous conference presentations as well as an article in the Hispanic Educational Technology Services Online Journal in Spring 2016, Hostos Online Learning Assessment: A Survey of Student Perceptions. In 2014-2015 she was a Visiting Scholar at Teachers College, Columbia University as Fellow of the Metropolitan Colleges Institute for Teaching Improvement, a program that focused on the nature of a liberal education at urban colleges. She is beginning the research on attitudes of students in a Hispanic-serving institution toward others based on gender identity or sexual orientation with particular attention on allied health students.
Contact info: Address: Hostos Community College, 500 Grand Concourse B-346, Bronx, NY 10451 Phone: 718-518-6894 Email:KWOLFE@hostos.cuny.edu
Author: Jacqueline DiSanto, Ed.D. Associate Professor
Hostos Community College of the City University of New York (CUNY)
Dr. Jacqueline M. DiSanto is an Associate Professor and Unit Coordinator (for Early-Childhood Education) in the Education Department at Hostos Community College of the City University of New York. She earned a B.S. and M.A. in Business Education (NYU), a professional diploma in Administration (Fordham), and an Ed.D. (St. John’s University) in Instructional Leadership. Her areas of publication includes: online education, learning styles, translanguaging, and faculty development. She is a founding member of the Peer Observation and the Scholarship of Teaching and Learning Committees, and a member of the Instructional Evaluation Committee and college-wide Senate. She is a co-investigator in a grant-funded consortium for Open Educational Resources; Dr. DiSanto is coordinating the efforts to convert the complete 60-credit A.A.S. in Early-Childhood Education from for-pay textbook reliance to providing all content without charge to students.
Author: Iber Poma Coordinator of Student Services, Educational Technology
Hostos Community College of the City University of New York (CUNY)
Poma have worked in the Educational Technology field for over 20 years. He have earned an AA and a BS in Computer Science. He had also developed workshop curriculum and taught hybrid and fully Online Workshops for Students; and have participated in the creation of guidelines for Hybrid and Fully Online at Hostos for faculty. The “Are you Ready” tool in Blackboard for online students was created seeking to understand exactly what hybrid or online learning means at Hostos. Through his involvement in Educational Technology, he had seen first-hand that EdTech has the potential to become a catalyst of change for faculty–streamlining time-consuming processes (like lesson planning, reporting, and attendance) and simplifying communication through Blackboard. Poma feels that the engagement between faculty and students are one of the key ingredients to really embrace online teaching by using technology tools to accomplish this modality of learning.
Author: Wilfredo Rodríguez Educational Technology Coordinator
Hostos Community College of the City University of New York (CUNY)
Wilfredo Rodríguez, works at the office of Educational Technology Coordinator since April 2012, after holding different positions at the college. He oversees the daily operations of the office and implement many different projects. He began 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, he 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, CUNY. After graduating, he continuously keep renovating and updating 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. Wilfredo also had been programming in Asp.net MVC framework for a couple of years already and already have developed many applications and supported many others that he inherited when the programmer left from the Educational Technology Department.
Contact info: Address: Hostos Community College – CUNY, 500 Grand Concourse, C-556, Bronx, NY 10451 Phone: 718-319-7973 Email:WRODRIGUEZ@hostos.cuny.edu
Author: Nancy Velázquez-Torres, PhD Associate Professor
John Jay College of Criminal Justice of the City University of New York (CUNY)
Nancy Velázquez-Torres is an Associate Professor at John Jay College. She holds a Ph.D. in Curriculum, Instruction and Learning Technologies from New Mexico State University, a Masters in TESOL K-12 and Multicultural Education from Queens College, CUNY and a Bachelors in Secondary Education in TESOL from Inter American University of Puerto Rico. She also has an extensive background in developmental education, multicultural education, curriculum design, bilingualism, learning technologies and assessment. Dr. Velázquez-Torres has occupied faculty and administrative positions at several institutions in New York, New Jersey and Puerto Rico. During her over thirty years of experience, she has developed and taught approximately 50 courses.
In her last administrative position as the Director of the Percy Ellis Sutton Program and Chair of the SEEK Department at John Jay for almost seven years, the pass rates and retention rates of SEEK students increased significantly. The use of data from the assessment tools incorporated under her leadership facilitated the restructuring of services and interventions provided to students. Dr. Velázquez-Torres’ academic and research interests are in teaching millennial and underprivileged students, culturally responsive pedagogy and the use of the emerging technologies to enhance learning. She has also written and managed numerous grants and has used her grant writing experience and background in curriculum design and learning technologies to develop projects that benefit underserved and disadvantaged groups and meet the needs and demands of 21st century learners. Moreover, she has received several awards and recognition for innovative teaching. She is also actively involved in several community projects in New York and Puerto Rico and in her church.
Assistant Professor
Inter American University of Puerto Rico, Ponce Campus
Full-time faculty at Inter-American University of Puerto Rico, Ponce Campus, since 2016. Offered graduate and undergraduate online courses in the following subjects: distance education, leadership, office information systems, human resources, psychology-APA style. Worked as part-time faculty at the Inter-American University of Puerto Rico, Ponce Campus from 2003-2016. Also, from 2003-2016 worked as an assistant dean at the deanship of studies office. Among the responsibilities were the following: manage the assessment of academic programs, manage the tutoring center, and be in charge of the administrative aspects in the graduate program.
Completed a doctoral degree in Instructional Technology and Distance Education from Nova Southeastern University, in 2016. The title of the dissertation was the competencies of faculty that offer online courses at a post-secondary institution in Puerto Rico. Completed two master’s degrees in Business Administration in Human Resources and in Information Management Systems, 2001 at the Inter-American University of Puerto Rico, San Germán Campus. Completed a bachelor’s degree in Secretarial Sciences in 1983, also at the Inter-American University of Puerto Rico, San Germán Campus.
Associate Professor
Bronx Community College of the City University of New York (CUNY)
Charmaine Aleong is a Registered Nurse and Registered Dietitian. Ms. Aleong holds a Master’s Degree in Nutrition from Teacher’s College, at Columbia University, and a Master’s Degree in Nursing, from Lehman College of the City University of New York (CUNY). She also received training as a Master Gardener at the Cornell University Cooperative Extension. Ms. Aleong is presently an Associate Professor at Bronx Community College (BCC), CUNY, where she teaches courses in nutrition, as well as personal and community health.
Ms. Aleong is the coordinator of the Dietetic and Nutrition program at BCC, where she also serves as advisor to the Food and Garden Club. In this capacity, her objective is to improve healthy eating behavior by empowering students with the ability to prepare healthy low cost meals as well as grow some of their own food, in an urban environment. She educates students on the growing of seasonal vegetables in the college demonstration garden, and creates “garden to table” cooking experiences, during club hours. The popularity of the college’s Food and Garden Club has led to Ms. Aleong being voted outstanding club advisor for the past 2 years. Ms. Aleong also works with the BCC Food Pantry to help reduce food insecurity in this urban population, which is at high risk for chronic health issues. These issues arise from the community’s limited sources of affordable, healthy food choices and lack of knowledge about healthy food options.
Contact info: Address: 2155 University Avenue, Bronx, NY 10453 Email:charmaine.aleong@bcc.cuny.edu Phone: 718-289-5100 ext. 5048
Associate Professor
John Jay College of Criminal Justice
of the City University of New York (CUNY)
Nancy Velázquez-Torres is an Associate Professor at John Jay College. She holds a Ph.D. in Curriculum, Instruction and Learning Technologies from New Mexico State University, a Masters in TESOL K-12 and Multicultural Education from Queens College, CUNY and a Bachelors in Secondary Education in TESOL from Inter American University of Puerto Rico. She also has an extensive background in developmental education, multicultural education, curriculum design, bilingualism, learning technologies and assessment. Dr. Velázquez-Torres has occupied faculty and administrative positions at several institutions in New York, New Jersey and Puerto Rico. During her over thirty years of experience, she has developed and taught approximately 50 courses.
In her last administrative position as the Director of the Percy Ellis Sutton Program and Chair of the SEEK Department at John Jay for almost seven years, the pass rates and retention rates of SEEK students increased significantly. The use of data from the assessment tools incorporated under her leadership facilitated the restructuring of services and interventions provided to students. Dr. Velázquez-Torres’ academic and research interests are in teaching millennial and underprivileged students, culturally responsive pedagogy and the use of the emerging technologies to enhance learning. She has also written and managed numerous grants and has used her grant writing experience and background in curriculum design and learning technologies to develop projects that benefit underserved and disadvantaged groups and meet the needs and demands of 21st century learners. Moreover, she has received several awards and recognition for innovative teaching. She is also actively involved in several community projects in New York and Puerto Rico and in her church.
Associate Professor, Department of Health Physical Education and Recreation
Bronx Community College of the City University of New York (CUNY)
Abstract
Food insecurity and poor eating habits among college students and their implications have become important subjects of both academic research and practical interest for administrators and policy makers. Community college teachers in the field of nutrition, public health and healthy lifestyles are often confronted with a divergence between the theoretical and practical contents of their courses and the actual wellness and lifestyle practices of their students. Since many of these students are future health care providers and public health promoters as part of a trend to diversify the health care workforce, this issue now takes on a particular relevance. This article describes how a food and garden club, in association with a human nutrition course in a very diverse community college population, has addressed these problems and has been instrumental in effecting change in the dietary habits of these students from a high-risk urban community.
Kate S. Wolfe, Ph.D.
Department of Behavioral and Social Sciences
Hostos Community College of the City University of New York (CUNY)
Dr. Jacqueline M. DiSanto
Department of Education
Hostos Community College of the City University of New York (CUNY)
Iber Poma
Educational Technology Department
Hostos Community College of the City University of New York (CUNY)
Wilfredo Rodríguez
Educational Technology Department
Hostos Community College of the City University of New York (CUNY)
Abstract
This article is a follow-up article to our 2016 publication in this journal. The authors examined data from two cohorts, Fall 2015 and Fall 2016, to assess the stability of our survey results and learn more about student perceptions of online learning at Hostos Community College, an urban Hispanic-serving community college. Faculty have been working with the Office of Educational Technology (EdTech) as a task force to measure students’ perceptions of their online learning experiences since 2015. The Hostos Online Learning Assessment (HOLA) Task Force designed a survey to identify strengths and weaknesses in online teaching and student preparedness for online learning. Understanding these perceptions is crucial in order to build upon current best practices. Despite limitations in our sample size, this follow up study found great consistency of student perceptions across both semesters. We continue to assess student perceptions annually at Hostos Community College in order to continually improve our online teaching and learning environment.
Hostos Online Learning Assessment (HOLA) Follow-Up: Student Perceptions in Two Cohorts.
Student perceptions of online learning are integral to building upon current best practices and also gauging the preparedness of the students for the online learning environment, particularly in an urban, Hispanic-serving community college (Wolfe et al., 2016). Hostos Community College (HCC) was founded 50 years ago as part of the City University of New York (CUNY), and is located in the South Bronx, the poorest congressional district in the country. HCC enrolls approximately 7,200 students, and more than half (5,070) are enrolled full time. Sixty-three percent of students reside in the Bronx, and many come from families who reside below the poverty line. Almost 67 percent of students identify as female, and the vast majority of students (81 percent) are 29 years old or younger, with 47 percent 21 years of age or younger. Students at Hostos are ethnically diverse. Nearly 60 percent identify as Hispanic, 21 percent as Black, and 18 percent as Other/Unknown. Three percent identify as Asian and less than two percent as White. The majority of first-year students are enrolled in developmental or remedial courses (Hostos Community College, Office of the President & Office of Institutional Research and Student Assessment, 2018). Hostos is categorized under the Hispanic-Serving Institutions (HSI) program authorized by Title V of the Higher Education Act of 1965 and has received grants as a Hispanic-serving institution under the Department’s Office of Postsecondary Education (Minority Institutions, n. d.).
Chemistry Professor
Dr. Dickens Saint Hilaire is an Assistant Professor in the Chemistry and Chemical Technology Department at Bronx Community College of City University of New York. His research area is Greenhouse Gas Monitoring, Brown Grease Pyrolysis Mechanism and Soil Analysis. He is also currently engaged in pedagogical research projects focused on the impact of accelerated workshops/courses on students’ retention and graduation as well as the integration of technology in Science, Technology, Engineering, and Mathematics (STEM) courses.
Author: Charmaine Aleong RN, RD, MS, MSN
Author: Kate Wolfe, Ph.D.
Author: Jacqueline DiSanto, Ed.D.
Author: Iber Poma
Author: Wilfredo Rodríguez
Author: Nancy Velázquez-Torres, PhD
sistant Professor