This study examines the pre-test and post-test outcomes of newly developed graduate student workshops covering topics in the area of writing and research. A total of two (2) workshops were completed by 102 graduate students at a predominantly Hispanic serving institution in the southeastern United States. T-test analyses indicated that there was a combined significant difference between pre-test and post-test outcomes, t(101) = -9.63, p < .001, suggesting that both workshops were effective in increasing graduate students’ knowledge base.
Keywords:Graduate Students, Hispanic Serving Institutions, Student Support
Este artículo describe y resume los resultados de un estudio cualitativo exploratorio sobre el aprendizaje móvil en la educación a distancia en Puerto Rico, realizado en cuatro universidades privadas. El propósito del estudio fue precisar si se considera el aprendizaje móvil como parte del diseño instruccional de los cursos en línea, si la integración se hace con un modelo instruccional definido y determinar cómo las plataformas de aprendizaje contribuyen a esta integración. Para el estudio se desarrolló un marco conceptual propio sustentados en una amplia revisión de literatura y se creó un instrumento con preguntas enfocadas a dos aspectos: el pedagógico y el tecnológico con sus respectivas dimensiones que permitió recopilar la información a través de una entrevista semiestructurada a 15 participantes seleccionados intencionalmente de cuatro instituciones privadas de educación superior. Las conclusiones más relevantes del estudio fueron que la mayoría de los participantes indicaron que se integra el aprendizaje móvil en diferentes fases del diseño instruccional de los cursos en línea, pero esto no responde a una planificación pedagógica enfocada al aprendizaje móvil por parte de los profesores o administradores involucrados. Por otro lado, se investigó sobre las herramientas tecnológicas de las plataformas y cómo contribuyen a la integración del aprendizaje móvil. En este caso, el estudio encontró que estas herramientas pueden lograr una experiencia paralela a la computadora. Los resultados del estudio y su marco teórico pueden ayudar a clarificar el concepto de aprendizaje móvil y lo que conlleva la integración en los cursos en línea. Igualmente, pueden ayudar a subsanar la carencia de la literatura sobre aprendizaje móvil en Puerto Rico y colaborar con instrumentos de investigación.
Palabras claves: Aprendizaje móvil, educación a distancia, diseño instruccional, plataformas de aprendizaje, modelos de diseño instruccional y modelos de aprendizaje móvil.
Este estudio de diseño descriptivo correlacional, longitudinal y por cohortes investigó la relación entre el nivel de liderazgo del profesor y la retención estudiantil. El estudio fue basado en los planteamientos teóricos del modelo de liderazgo completo de Bass y Avolio (1994) y el modelo de partida institucional (Tinto, 1993). Se administró un cuestionario para la determinación del nivel de liderazgo del profesor y se utilizó el sistema de información estudiantil de la institución para determinar la retención estudiantil. El cuestionario Nivel de liderazgo del profesor, fue validado y sometido a análisis de confiabilidad arrojando 0.92 en la prueba Alpha de Cronbach.
El nivel predominante entre los docentes fue el nivel En desarrollo. En términos de la tasa de retención de los facultativos, la muestra obtuvo una tasa de retención general de 88.5%. El análisis del coeficiente de correlación Spearman’s arrojó un 0.039 rs con un valor p >0.05 determinando que no existe relación entre el nivel de liderazgo del profesor y la retención estudiantil. Los hallazgos de este estudio validan la retención como fenómeno multifactorial donde el nivel de liderazgo de facultad y la retención estudiantil no se asocian como factores que inciden en la retención estudiantil.
Abstract
This cohort, longitudinal, correlational descriptive design study investigated the relationship between faculty leadership level and student retention. The study was based on the theoretical approaches of the complete leadership model of Bass and Avolio (1994) and the institutional departure model (Tinto, 1993). A questionnaire was administered to determine faculty level of leadership and the institution’s student information system was used to determine student retention. Faculty Leadership Level questionnaire was validated and submitted to reliability analysis, resulting 0.92 in Cronbach’s Alpha test.
The predominant leadership among faculty was developing level. In terms of the retention rate of faculty, the sample obtained an overall retention rate of 88.5%. The analysis of the Spearman’s correlation coefficient yielded 0.039 rs with a p value> 0.05, determining that there is no relationship between the level of faculty leadership and student retention. The findings of this study validate retention as a multifactorial phenomenon where the level of faculty leadership and student retention are not associated as factors that affect student retention.
Identificar como elegir o poner en práctica un sistema de gestión de aprendizaje de un programa de español como lengua extranjera en una institución de educación superior es muy importante. Para ello será primordial identificar la demanda del mercado que el programa está diseñado a satisfacer. La demografía y las características de los estudiantes son partes esenciales para determinar la asignación de una plataforma o realizar algún cambio en ellas. Detectar el proceso utilizado para evaluar la efectividad de la enseñanza y como consecuencia realizar ciertos transformaciones y recomendaciones puede ser primordial para impulsar el aumento de las inscripciones en un programa de español. Aunque existen diversas y diferentes plataformas o tecnologías de aprendizaje se procederá a comparar dos sistemas de gestión de aprendizaje; la plataforma Blackboard y la plataforma Canvas. La elección de una de ellas permitirá realizar cambios oportunos y mejorar el currículo de enseñanza proporcionando así los mejores recursos a los estudiantes consiguiendo tanto el éxito estudiantil como éxito el institucional.
Palabras clave: Sistema de gestión de aprendizaje, español como lengua extranjera, educación en línea, Blackboard, Canvas.
Abstract
Identifying how to choose or implement a learning management system for a Spanish-as-a-foreign language program in a higher education institution is very important. To do this, it will be essential to identify the market demand that the program is designed to meet. Demographics and student characteristics are essential parts of determining or making any changes to a platform. Detecting the process used to evaluate the effectiveness of teaching and as a consequence perform certain transformations and recommendations can be essential to promote the increase of registrations in a Spanish program. Although there are different and different platforms or learning technologies, two learning management systems will be compared; Blackboard platform and Canvas platform. Choosing one of them will allow to make timely changes and improve the teaching curriculum thus providing the best resources to students achieving both student success and institutional success.
Keywords: Learning management system, Spanish as a foreign language, online education, Blackboard, Canvas.
Bronx Community College at the City University of New York (CUNY)
Abstract
The outbreak of the COVID-19 pandemic has led to unprecedented changes to higher education and left particularly damaging effects for the underprivileged population. Colleges suddenly shifted into online modality in March 2020, forcing both students and faculty to quickly adapt to the new learning environment. While much of the recent literature has focused on the challenges from the student perspectives (Black et al 2020; Malik, 2020), there has been little insight as to how Hispanic Serving Institutions (HSI) faculty are dealing with the challenges. The purpose of this study is to better understand the impact this major shift has had on the challenges faculty faced in this process. To examine how our faculty rapidly adapted to teaching in distance learning modality, we analyzed a faculty survey conducted by the Writing Across the Curriculum program in Fall 2020. Eighty-six faculty members participated in a survey about pedagogical applications and concerns including responses to two open-ended questions. In response to the study, the recommendation is to expand professional development opportunities for faculty regarding online pedagogy that is systematically integrated into pedagogy in general.
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 Education, Community College Humanities Review, and the edited volume What is College Reading.
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.
Jaime Hannans, PhD, RN, CNE Associate Professor, Nursing California State University, Channel Islands
Jaime Hannans PhD, RN, CNE is an Associate Professor of Nursing at California State University Channel Islands. Dr. Hannans obtained her BSN and MSN from CSU, Chico, and PhD from the University of Nevada, Las Vegas. Dr. Hannans has been teaching at CSUCI since 2009, with 20-years of 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.
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 the classroom and virtual spaces.
Prof. Megan Everhardt-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.
Dr. Amanda (Mandy) Giust Director, Graduate Student Research Center Albizu University, Miami Campu
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.
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.
Dr. Yubelkys Montalvo Executive Director HETS Consortium
Yubelkys Montalvo has been working for the Hispanic Educational Technology Services Consortium (HETS) since 1999. Since she was appointed Executive Director in 2006, her main focus is the growth of the organization and the diversification of benefits for the Consortium’s member institutions. Among the initiatives developed is the creation of new services such as the peer-review publication: HETS Online Journal, the Ambassador Students program, and the collaboration to propose new technological educational alternatives and share best practices through educational events such as the Best Practices Showcase and the Student Showcase Leadership and recently, webinars for faculty, administrators and students. In addition, she has coordinated and overseen numerous international workshops in universities in Colombia and Mexico and has participated in numerous national and international conferences and forums. Dr. Montalvo holds a bachelor’s degree in communications from the University of Puerto Rico, Río Piedras Campus, and a master’s degree in Public Relations from Universidad del Sagrado Corazón. Currently, she completed his doctorate in the program: Education in Leadership and Instruction in Distance Education of the Inter American University of PR, Ponce Campus.
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.
Dr. Frances Vázquez Padilla Chancellor NUC University
Dr. Frances M. Vázquez Padilla holds a Bachelor’s Degree in Nursing, a 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 Programming 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.
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, 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 Masters and PhD level.
Prof. Silvia Maria Ruiz Santiago Indiantown Adult Learning Center (IALC) Martin County School District
Prof. Silvia Maria 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 private 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.
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 the 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.
Donna Kessler-Eng, Ph.D. Associate Professor, Department of English Bronx Community College at City University of New York
Dr. 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.
Associate Professor in Education Department at Hostos Community College of the City University of New York (CUNY), served multiple terms as Chair of the Instructional Evaluation Committee, and is a member of the College-Wide Curriculum Committee.
Assistant Professor in Education Department at Hostos Community College of the City University of New York (CUNY); his publications focus on high-risk health behavior, including causes and consequences of stress, and strategies to cope with stress.
Professor, Chair of Education Department, Coordinator of Teacher Education at Hostos Community College of the City University of New York (CUNY), and founding member of Peer Observations Improvement Network for Teaching.
Assistant Professor in Natural Sciences Department at Hostos Community College of the City University of New York (CUNY), and Adjunct Associate Research Scientist at Lamont-Doherty Earth Observatory of Columbia University, where she studies paleoclimate using geochemical tools.
Assistant Professor of Game Design and Game Design Program Coordinator at Hostos Community College of the City University of New York (CUNY), serves on Educational Technology Leadership Council, and recently published her first book.
Director of Special Projects & Student Engagement at Hostos Community College of the City University of New York (CUNY); 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.
Assistant Professor in Humanities at Hostos Community College of the City University of New York (CUNY); her research focuses include intercultural communication and institutional assessment including utilizing findings for continuous improvement.
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
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!
