By: Dr. Floralba Arbelo Dean of Student Affairs, Associate Professor Carlos Albizu University, Miami Campus
Abstract
Online learning can be challenging for Hispanic students, whose culture values dialogue, caring, and a shared celebration of their cultural heritage. Although this need for intense engagement may seem at odds with the concept of remote learning, it can be achieved through institutional attention to social presence—that is, the authentic exchanges, social cues, norms, and behaviors between students, faculty, and administrators that lead to a sense of belonging to an institution. During the COVID-19 pandemic, the importance of infusing social presence into remote teaching, learning, and student services is all the more acute. This paper discusses the role of culture in social presence and how teaching and learning, faculty disposition, and cultural competence can be used meaningfully to attain this.
Keywords: social presence, Hispanic college students, retention, online learning
Evidence-base for improving teaching effectiveness can be discovered via student evaluation of teaching (SET). Despite this, a complete assessment of all essential aspects of college or university teaching cannot be provided. Researchers at a small, urban community college conducted a mixed quantitative and qualitative cross-sectional studyto identify the perceptions of students and faculty to SETs. Among the categories considered were importance of the SET instrument, its usefulness, and how it is approached by both students and faculty.
Using a quasi-experimental research design this study examined whether the use of a flipped classroom teaching method for undergraduate quantitative research methods had an impact on undergraduate students’ academic achievement within the course as measured by their course assignments, quizzes, exams, and final paper. Findings suggest that utilizing a flipped classroom teaching design impacted Students of Color, as they performed better than their White peers on their final papers.
Keywords: Undergraduate Research Methods, Flipped Classroom, Students of Color
By: David H. Luciano University of Puerto Rico At Cayey Department of English
Abstract
In Puerto Rico English is taught as a second language (ESL), and it is a compulsory subject from the elementary level all the way up to high school graduation, yet many college freshmen are classified as low English proficient (LEP), as evidenced by the results in their College Entrance and Examination Boards (CEEB).The purpose of this study was to investigate and analyze how the implementation of the Kernel-Sentence-Combining Technique (the treatment) helped Basic English students at UPR-Cayey to improve their reading comprehension levels. The participants were 44 first year students enrolled in Basic English (INGL 3101-02). There was an experimental (26 participants) as well as a control group (18 participants), the experimental group received a six-week treatment with the kernel-sentence-combining technique. The data were gathered with an instrument that included: a self-made reading comprehension test, a self-made maze-cloze test, and a self-made language proficiency test. The study followed a quantitative approach applying descriptive statistics to the data. The findings include that the Kernel-Sentence-Combining Technique helps students to improve their reading comprehension levels, and that the maze-cloze test is a better measuring instrument for assessing reading comprehension levels in ESL students.
Key Words: sentence-combining, reading comprehension, quasi-experiment, maze-cloze test
The recent coronavirus disease-19 (COVID-19) pandemic has led many post-secondary education institutions to transition their in-person courses to a completely virtual format. Concerns have been raised about these institutions’ readiness to create a student-centered online learning environment. Historically, rates of student attrition and lack of student engagement within the online environment are higher among courses delivered virtually when compared with those delivered in-person. This adds to the concern that graduation rates among first-time, full-time Hispanic undergraduate students are lower than their White and Asian counterparts. Faculty and students often differ in their views regarding which pedagogical strategies improve student success in online environments. Theories addressing student engagement exist, but do not adequately address students of color or faculty teaching at Hispanic Serving Institutions (HSIs). The purpose of this review is to explore how post-secondary education instructors within HSIs, specifically, can increase learner engagement and improve course retention rates particularly at a time when many courses within post-secondary institutions are being delivered online. Recommendations based on available data will also be provided.
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.
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).
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).
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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
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.
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.
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
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.
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.
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.
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.
Dr. Toni Ann Hernen
