Dr. Ailema Frigerio is a licensed psychologist with the Miami Dade County public school system. Formerly Assistant Director of Clinical Training and Associate Professor at Carlos Albizu University, she has mentored countless students through to degree completion at the bachelors, masters, and doctoral levels. Dr. Frigerio has earned her bachelor, master, and doctoral degrees from Carlos Albizu University.
Clinical Psychology Doctoral Student
Carlos Albizu University
Ms. Karli Martin is a clinical psychology doctoral student at Albizu University in Miami, Florida. She graduated with her bachelor’s degree in criminal justice and psychology from SUNY Oneonta in New York. Her clinical interests include neuropsychological assessment, behavior therapy, traumatic brain injury, neurodevelopmental disorders, dementia, multiple sclerosis and epilepsy. She enjoys hiking, bowling and relaxing at home with her two dogs for self-care. Karli aspires to learn more about a variety of cultures through her work and travel.
Associate Professor of Education Title V. Project Director Carlos Albizu University, Miami
Dr. Floralba Arbelo has had the privilege of teaching, mentoring students, and participating in community based education in the United States and in the Caribbean. Her areas of expertise include research methods, curriculum development, distance education, youth development, nonprofit management, and grant writing. Dr. Arbelo mentors graduate students in their research for qualifying degrees. Her own research centers on Hispanic student achievement, Hispanic Serving Institutions, student retention, and online teaching and learning. Dr. Arbelo earned her bachelor degree from Brooklyn College of the City University of New York, a master’s degree The New School for Public Engagement, and a doctorate in Educational Leadership from Liberty University.
By: Professor Hector W. Soto, J.D.
Assistant Professor of Law and Public Policy;
Behavioral and Social Sciences Department Public Policy and Law Unit
Hostos Community College CUNY, The Bronx, New York
Historically, the role of the community college has been to serve the non-traditional student. Today’s community college is confronted with the challenge that it is failing to attract and graduate in appropriate numbers that non-traditional student, commonly referred to as coming from an underserved or marginalized community, usually referencing poor communities of color. In spite of a general diminution of law and policies providing a remedy for past exclusionary practices, higher education understands that as a matter of equity it has an obligation to provide educational opportunity to the marginalized community. This obligation traditionally has also required the college to be responsive to the needs of the community.
The purpose of this paper is threefold: to propose that a college’s responsiveness to community now needs to include addressing the conditions that contribute to its marginalization; to posit the civic engagement community change model as the vehicle for the college to develop the kind of collaborative and mutually beneficial relationship with the community that will catalyze curative change; and to underscore the necessity of integrating the use of technology as a strategic element in the development and implementation of the college’s civic engagement initiative. Successful implementation of a civic engagement community change model will result in a greater number of graduates from that community, as well as spur the development of a more cohesive, stable and civically engaged community.
KEY WORDS
Community college and civic engagement, community college and community change, civic engagement community change model, community college-marginalized community collaboration, technology and civic engagement, technology and community change, equity and the underserved student, equity and community change, marginalized community development, technology and community development, community college responsiveness to community needs.
By: Floralba Arbelo, Ed.D; Carlos Albizu University, Miami Campus
Karli Martin, M.S.; Clinical Psychology Doctoral Student at Carlos Albizu University; and
Ailema Frigerio, PsyD; School Psychologist, Miami Dade Public Schools
Abstract
This study focused on understanding Hispanic post traditional college students’ perceptions of the factors of success in an online learning environment at a Hispanic Serving Institution in the United States. Survey, interview, and focus group data indicate that Hispanic post traditional students assert that hybrid learning, social interactions, faculty communication, and independent learning behaviors contribute to successful outcomes in online learning. Furthermore, Hispanic students learn best when engaged with peers and faculty, have access to a brick and mortar institution with support services, and consider face to face interaction important to their learning experiences.
By: Elys Vasquez-Iscan, Ed.D, MPH; Assistant Professor, Health Education Unit Coordinator Aging and Health Studies Faculty Education Department, Presidential Fellow & ELEVATE Fellow
www2.gse.upenn.edu/cmsi/ELEVATE
Hostos Community College
718-518-4160
Abstract
The focus of this article is to discuss how Hostos Community College of the City University of New York, located in an underserved community such as the South Bronx, is gaining mastery in education technology and online teaching. The article aims to provide an overview of how Hostos compares to the national trend of community colleges and how its students, who mostly start as remedial students, are dispelling held beliefs in higher education that community college students are not able to succeed in online courses. The article also gives insight to an area that is largely unexplored, which is faculty perceptions of online teaching and what higher education administrators can do to support faculty in online teaching.
By: Jacqueline M. DiSanto, Ed.D., Associate Professor, Education; Sandy Figueroa, M.S., Associate Professor, Business; Carlos Guevara, M.S., Director, Office of Educational Technology; Antonios Varelas, Ph.D., Associate Professor, Behavioral and Social Sciences; Diana Macri, M.S.Ed., R.D.H., Assistant Professor, Allied Health;
Andrea Fabrizio, Ph.D., Associate Professor, English; Sherese Mitchell, Ed.D., Associate Professor, Education; Sean Gerrity, Ph.D., Assistant Professor, English
Hostos Community College of the City University of New York (CUNY)
Abstract
This paper discusses existing literature on peer observation. It also focuses on work done by an investigative, information-sharing committee at an urban community college in the South Bronx that was created to communicate best practices for conducting peer observations. The Peer Observation Improvement Network for Teaching (POINT) committee views peer observations as faculty-development opportunities that can lead to improved teaching. Using pre- and post-observation conversations to share pedagogy and resources, writing recommendations for growth, and conducting faculty observations in an online environment are examples of topics addressed by POINT.
El propósito del trabajo es identificar las tendencias en la evaluación de cursos en línea. Para ello se realizó una revisión de literatura y luego se clasificaron los estudios por el propósito en la evaluación. Además, se identificaron los modelos y enfoques de evaluación usados.
Se concluye que en la evaluación de cursos en línea, existe una clara tendencia a evaluar la efectividad y calidad de los cursos en línea, así como, al uso de cuestionarios. La evaluación de un curso en línea debe ser sistemática, no limitarse al estudio del aprovechamiento y de la satisfacción de los estudiantes.
Article 1: Implementation of a Civic Engagement Community Change Model by a Community College Through the Integration of Technology and Social Media as a Strategic Element.
Prof. Hector W. Soto, J.D Assistant Professor of Law and Public Policy
Hostos Community College
Hector W. Soto has been teaching courses regarding the U.S. legal system, criminal law, U.S. policing and police- community relations for more than 12 years. He is the founder of the Center for Neighborhood Leadership, a school for the training of community organizers and the promotion of community civic engagement. He is also a founding board member of Community Learning Partnership, a national organization that promotes the development of community change studies degree programs in community colleges. Professor Soto is a graduate of Queens College CUNY and the New York University School of Law.
Article 2: Hispanic Students and Online Learning: Factors of Success.
Floralba Arbelo, Ed.D. Associate Professor of Education
Title V. Project Director
Carlos Albizu University, Miami
Dr. Floralba Arbelo has had the privilege of teaching, mentoring students, and participating in community based education in the United States and in the Caribbean. Her areas of expertise include research methods, curriculum development, distance education, youth development, nonprofit management, and grant writing. Dr. Arbelo mentors graduate students in their research for qualifying degrees. Her own research centers on Hispanic student achievement, Hispanic Serving Institutions, student retention, and online teaching and learning. Dr. Arbelo earned her bachelor degree from Brooklyn College of the City University of New York, a master’s degree The New School for Public Engagement, and a doctorate in Educational Leadership from Liberty University.
Karli Martin, M.S. Clinical Psychology Doctoral Student
Carlos Albizu University
Ms. Karli Martin is a clinical psychology doctoral student at Albizu University in Miami, Florida. She graduated with her bachelor’s degree in criminal justice and psychology from SUNY Oneonta in New York. Her clinical interests include neuropsychological assessment, behavior therapy, traumatic brain injury, neurodevelopmental disorders, dementia, multiple sclerosis and epilepsy. She enjoys hiking, bowling and relaxing at home with her two dogs for self-care. Karli aspires to learn more about a variety of cultures through her work and travel.
Ailema Frigerio, PsyD School Psychologist
Miami Dade Public Schools
Dr. Ailema Frigerio is a licensed psychologist with the Miami Dade County public school system. Formerly Assistant Director of Clinical Training and Associate Professor at Carlos Albizu University, she has mentored countless students through to degree completion at the bachelors, masters, and doctoral levels. Dr. Frigerio has earned her bachelor, master, and doctoral degrees from Carlos Albizu University.
Article 3: Teaching Online on a South Bronx Community College.
Dr. Elys Vasquez-Iscan, Ed.D., MPH Assistant Professor
Hostos Community College
Dr. Elys Vasquez-Iscan teaches online and hybrid courses in the Health Education Unit at Hostos Community College of the City University of New York. Her research interests entail analyzing HIV and its intersection with gender and violence and health inequities; online research to identify coping responses to stress among vulnerable populations; developing strategies for multicultural competence among health professionals; evaluating the impact of e-health on health disparities; capacity building for local and international disease prevention efforts; utilization of community based participatory research for health promotion and community empowerment. She has been the recipient of a Fulbright Fellowship and an ELEVATE Fellowship from the University of Pennsylvania Center for Minority Serving Institutions. She enjoys teaching the diverse Hostos student population due to the wealth of life experience that they bring into the classroom.
Jacqueline M. DiSanto, Ed.D.
Associate Professor
Education Department
Coordinator of the Early-Childhood Education Program
Hostos Community College
Dr. Jacqueline M. DiSanto area of expertise include curriculum, administration and supervision, online learning, and open-educational resources. She has served as school administrator for pre-school through grade 12. Dr. DiSanto is a founding member and former chair of the Peer Observation Improvement Network for Teaching (POINT); she serves on the Instructional Evaluation and Hostos Online Learning Assessment committees. Her most recent publications focused on student perceptions of online learning and on a college-wide assessment initiative that addressed measuring skills development through general-education competencies and program-learning outcomes. She is the vice-chair of the board of trustees of the New York City Montessori Charter School.
Sandy Figueroa, M.S.
Associate Professor
Hostos Community College
Professor Sandy Figueroa, M.S., has been at Hostos Community College since 1976 as an adjunct and then from 1979 as an instructor in the Secretarial Science Department. In 1980, the College went through a re-organization process and the Secretarial Science Department became one of three units in the Business Department. The other units were: Business and Accounting and Data Processing. Since 1999, Professor Figueroa has been teaching in the Computer Information Systems Unit. From 2003 until 2006, she was the chair of the Business Department. Currently, Professor Figueroa is the Coordinator for the Office Technology Unit of the Business Department. Professor Figueroa is chair of a number of college-wide committees, including the Curriculum Committee, and has served on a number of committees in the Business Department and the College. She is a founding of member of the Peer Observation Improvement Network for Teaching (POINT).
Carlos Guevara, M.S.
Director
Office of Educational Technology
Hostos Community College
Mr. Carlos Guevara, was born in Quito (Ecuador), and is an innate leader and fighter and first-generation college student. He holds B.S. and Master’s degrees in Computer Science from CUNY and NYU Poly, and is currently pursuing his doctorate in Instructional Technology at Teachers College, Columbia University. With over 15 years of experience in higher education, Mr. Guevara currently works at Hostos Community College as Director of the Office of Educational Technology, where he provides vision to strengthen and bring innovation to teaching and learning through technology. He has established a successful organizational culture shift around technology adoption, implementing initiatives centered on mentoring and communities of practice. He is a frequent presenter of a variety of academic technology topics at national and international conferences. His main research areas of interest are online learning, social networking in education, and game-based learning.
Antonios Varelas, Ph.D.
Associate Professor
Hostos Community College
Dr. Antonios Varelas is Associate Professor of Psychology in the Behavioral and Social Sciences Department at Hostos Community College of the City University of New York. He is an Applied Behavior Analyst whose research interests include concept-formation protocols and clicker technology in the undergraduate classroom, and the impact of supplemental instruction programs on students who serve as peer leaders. He currently serves on the college-wide Personnel and Budget committee and on POINT.
Diana Macri, M.S.Ed., R.D.H.
Assistant Professor
Hostos Community College
Professor Macri teaches three core courses in the Dental Hygiene unit: Oral Pathology, Oral Microbiology and Ethics, Jurisprudence and Practice Management. Her publications can be seen in medical and dental hygiene journals and she is a frequent contributor to online industry publications. She has presented at professional conferences nationally and internationally. She is the current chair of POINT. Professor Macri is involved in many advocacy efforts, specifically those which seek to resolve health disparities seen in Hispanic populations, both nationally and abroad. She is currently collaborating with dental faculty from Rutgers School of Dental Medicine and New York University College of Dentistry, through an ADEA/Gies Foundation grant, to increase dental and dental hygiene student interest in academic careers. She has been appointed to the Diversity and Inclusion Advisory Committee of the American Dental Education Association; is a Peer Reviewer for the Journal of Dental Education, and MedEdPORTAL Publications; was the editorial director for RDH Graduate, a newsletter for dental hygiene students and recent graduates published by Pennwell Corp; and is the Treasurer of the American Academy of Dental Hygiene.
Andrea Fabrizio,Ph.D.
Associate Professor & Chair of English Department
Hostos Community College
Dr. Andrea Fabrizio received her B.A. in English from Fordham University and her Ph.D. in English with a Certificate in Women’s Studies from the Graduate Center of The City University of New York. Her scholarly interests include 17th century women’s spiritual writing and writing pedagogy. She currently co-coordinates the Writing-across-the-Curriculum Initiative at Hostos and was a founding member of POINT.
Sherese Mitchelle, Ed.D.
Associate Professor
Hostos Community College
Dr. Sherese A. Mitchell has served as an Assistant Professor at Hostos Community College for nine years. She holds an Educational Doctorate in Instructional Leadership with a focus on 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 in 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 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 her learning-style and note-taking research, Dr. Mitchell has presented many papers at national, local, and regional conferences.
Sean Gerrity, Ph.D.
Assistant Professor, English
Hostos Community College
Dr. Sean Gerrity earned his Ph.D. in English with a Certificate in American Studies from The City University of New York’s Graduate Center in 2017. Since then, he has been Assistant Professor of English at Hostos Community College, where he teaches first-year composition, first-year seminar, and various other courses in writing and literature. His scholarly writing has appeared in Journal of the Early Republic, Journal of American Studies, and MELUS: Multi-Ethnic Literature of the United States. He has also written about maintaining an active research agenda as a community-college instructor for Inside Higher Ed and has had his research featured on WAMC Public Radio’s “The Academic Minute” program. He regularly presents his research at both local and national conferences. He is trained as a scholar of early nineteenth-century American literature and slavery, and he is also interested in anti-racist pedagogy and assessment practices at the community college as well as Writing Across the Curriculum. He is a member of POINT.
Article 5: Tendencias en la Evaluación de Cursos en Línea.
Dr. Liana Iveth Gutiérrez Moreno
Professor
School of Business Administration
Universidad de Puerto Rico Recinto Río Piedras
She has a Master Degree in Applied Mathematics from the University of Puerto Rico, Mayagüez Campus and a Doctorate in Curriculum and Teaching in Mathematics from the University of Puerto Rico, Río Piedras Campus. Her topic of research was the evaluation of an online Mathematics course. She worked on various professional development projects for teachers and as designer of online Mathematics modules. In addition, she has a Certification in Construction of Virtual Environments.
Article 6: To Blend or not to Blend: A Case Study of On-line Learning in General Biology.
Yasmine Edwards, Ph.D.
Assistant Professor
Department of Biological Sciences
Bronx Community College
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. Hisseine Faradj
Assistant Professor
Political Science/Sociology
Department of Social Sciences
Dr. Hisseine Faradj is an Assistant Professor of Political Science/Sociology at the Bronx Community College of the City University Of New York. His research interest is in the area of political/social theory focusing primarily on the intersectionality between religion and politics. Dr. Faradj is also interested in pedagogical methodology in face-to-face environment as well as online.
Contact information: Address: Colston Hall, Room 329/327, 2155 University Avenue, Bronx, NY 10453
Email: hisseine.faradj@bcc.cuny.edu Phone: 718-289-5822 Fax: 718-289-6099
Article 7: Zoom: An Innovative Solution for the Live-online Virtual Classroom.
Tamara JG Barbosa, Ph.D.
Assistant Professor
Business Communication Department
College of Business Administration
University of Puerto Rico, Rio Piedras Campus
Dr. Tamara JG Barbosa has spent over two decades working in the areas of Distance & Online Education, Business Communication & Technology, in-service and Pre- service Teacher Education with an emphasis in TESOL, STEM, Evaluation & Assessment, Leadership & Organizational Development, Executive Education, Public Policy & Management in academia, government and non-profit institutions. She has designed and developed over 1,347 hours of eLearning courses for Federal Senior Executive Service training, and Skills Training at the USDA and 1,071 hours of Graduate online courses at various universities in the USA. Dr. Barbosa has been named an Edmodo Spanish-speaking Ambassador (top user out of 90+ M) at the global education social learning network. She holds a PhD in Educational Policy, Leadership & Technology and an MA in Higher Education Administration from The Ohio State University and an MA in TESOL in College from New York University.
Mary Jo Barbosa, M.S.
Professor
Biological Sciences Department
College of General Studies
University of Puerto Rico, Rio Piedras Campus
Professor Mary Jo Barbosa spent over six decades teaching Biological Sciences. She was a pioneer integrating technology into the classroom. From audio-visual materials to Zoom. She began her career in 1960 as a high school Biology teacher. She worked at the Biological Sciences Department where she taught first-year Biology for 53 years. She created the first audio-visual course for the Biological Sciences department. In 2004, after 39 years of pencil and bubble testing, Prof. Barbosa changed to online assessment using the Blackboard LMS for all tests. She input her entire item pool that had been researched and fine-tuned in the previous 39 years with a base sample of over 42,000 first-year students. Prof. Barbosa was the first Director of Environmental Education at the Puerto Rico Department of Natural Resources, where she created the first high school biology research-based course about Puerto Rico. At the PRDNR, she created videotapes for the classroom and for teacher training. In 2012 she created videos for her YouTube channel (Induktiva), in the areas of Mendelian Genetics and Drosophila melanogaster culturing techniques. In 2017, she integrated Zoom to teach live-online. Prof. Barbosa holds an MS in Biology from Rutgers University and Doctoral Studies in Higher Education from New York University. In the Spring of 2018, Prof. Barbosa became a Distinguished Honorary Member of the National Society of Collegiate Scholars for her contributions to Leadership, Scholarship and Service.
Bronx Community College of the City University of New York (CUNY)
Abstract
The drive to increase on-line course offerings has many motivations. The most compelling for Community College students is often the need to juggle family demands and the need to work while attempting to earn their college degree. On-line education began with the for-profit educational industry and the experiences of students in the for -profit arena has much to teach us. A significant feature is the high drop -out rates associated with massive on-line courses (MOOCs). Bronx Community College is a Hispanic Serving Community College whose students could benefit from the flexibility on-line courses can provide. However, recent data suggests that these are the very students who tend to underperform in an on-line setting. The current work is a case study that compares the performance of students taking a hybrid General Biology I course to students in the classic lecture sections of the course. The results indicate that students in the hybrid course sections show lower performance on common final exam assessments, lower passing grades and rates compared to students enrolled in the classic lecture sections of the course.
Keywords: Hispanic Serving Community College, General Biology, On-line Education.
This article is a case study of a courseware experience with the creation of a live-online virtual classrooms using Zoom. Live-online virtual classrooms with two-way audio and HD video were created for seven different courses at the higher education level. This innovative technology allows all participants to see and hear every classmate using any device, including iPhones, tablets and computers. We describe how to set up the Zoom account and how to set up the live-online virtual classroom, including the parameters we use. We document how to set up a home or office studio and how to broadcast the classes. We explain our virtual classroom class experiences and how we evaluated students live-online. We also provide several best practices for hosting and studying in a live-online virtual classroom.
Professor,Biological Sciences Department College of General Studies University of Puerto Rico, Río Piedras Campus
Professor Mary Jo Barbosa spent over six decades teaching Biological Sciences. She was a pioneer integrating technology into the classroom. From audio-visual materials to Zoom. She began her career in 1960 as a high school Biology teacher. She worked at the Biological Sciences Department where she taught first-year Biology for 53 years. She created the first audio-visual course for the Biological Sciences department. In 2004, after 39 years of pencil and bubble testing, Prof. Barbosa changed to online assessment using the Blackboard LMS for all tests. She input her entire item pool that had been researched and fine-tuned in the previous 39 years with a base sample of over 42,000 first-year students. Prof. Barbosa was the first Director of Environmental Education at the Puerto Rico Department of Natural Resources, where she created the first high school biology research-based course about Puerto Rico. At the PRDNR, she created videotapes for the classroom and for teacher training. In 2012 she created videos for her YouTube channel (Induktiva), in the areas of Mendelian Genetics and Drosophila melanogaster culturing techniques. In 2017, she integrated Zoom to teach live-online.
Prof. Barbosa holds an MS in Biology from Rutgers University and Doctoral Studies in Higher Education from New York University. In the Spring of 2018, Prof. Barbosa became a Distinguished Honorary Member of the National Society of Collegiate Scholars for her contributions to Leadership, Scholarship and Service.
Assistant Professor Business Communication Department College of Business Administration Rio Piedras Campus University of Puerto Rico
Dr. Tamara JG Barbosa has spent over two decades working in the areas of Distance & Online Education, Business Communication & Technology, in-service and Pre- service Teacher Education with an emphasis in TESOL, STEM, Evaluation & Assessment, Leadership & Organizational Development, Executive Education, Public Policy & Management in academia, government and non-profit institutions. She has designed and developed over 1,347 hours of eLearning courses for Federal Senior Executive Service training, and Skills Training at the USDA and 1,071 hours of Graduate online courses at various universities in the USA.
Dr. Barbosa has been named an Edmodo Spanish-speaking Ambassador (top user out of 90+ M) at the global education social learning network. She holds a PhD in Educational Policy, Leadership & Technology and an MA in Higher Education Administration from The Ohio State University and an MA in TESOL in College from New York University.
Assistant Professor of English
Hostos Community College, CUNY
Dr. Sean Gerrity earned his Ph.D. in English with a Certificate in American Studies from The City University of New York’s Graduate Center in 2017. Since then, he has been Assistant Professor of English at Hostos Community College, where he teaches first-year composition, first-year seminar, and various other courses in writing and literature. His scholarly writing has appeared in Journal of the Early Republic, Journal of American Studies, and MELUS: Multi-Ethnic Literature of the United States. He has also written about maintaining an active research agenda as a community-college instructor for Inside Higher Ed and has had his research featured on WAMC Public Radio’s “The Academic Minute” program. He regularly presents his research at both local and national conferences. He is trained as a scholar of early nineteenth-century American literature and slavery, and he is also interested in anti-racist pedagogy and assessment practices at the community college as well as Writing Across the Curriculum. He is a member of POINT.
Assistant Professor
Hostos Community College, CUNY
Professor Macri teaches three core courses in the Dental Hygiene unit: Oral Pathology, Oral Microbiology and Ethics, Jurisprudence and Practice Management. Her publications can be seen in medical and dental hygiene journals and she is a frequent contributor to online industry publications. She has presented at professional conferences nationally and internationally. She is the current chair of POINT. Professor Macri is involved in many advocacy efforts, specifically those which seek to resolve health disparities seen in Hispanic populations, both nationally and abroad. She is currently collaborating with dental faculty from Rutgers School of Dental Medicine and New York University College of Dentistry, through an ADEA/Gies Foundation grant, to increase dental and dental hygiene student interest in academic careers. She has been appointed to the Diversity and Inclusion Advisory Committee of the American Dental Education Association; is a Peer Reviewer for the Journal of Dental Education, and MedEdPORTAL Publications; was the editorial director for RDH Graduate, a newsletter for dental hygiene students and recent graduates published by Pennwell Corp; and is the Treasurer of the American Academy of Dental Hygiene.
Prof. Hector W. Soto, J.D
Dr. Elys Vasquez-Iscan, Ed.D., MPH
Jacqueline M. DiSanto, Ed.D.
Sandy Figueroa, M.S.
Carlos Guevara, M.S.
Antonios Varelas, Ph.D.
Diana Macri, M.S.Ed., R.D.H.
Andrea Fabrizio,Ph.D.
Sherese Mitchelle, Ed.D.
Sean Gerrity, Ph.D.
Dr. Liana Iveth Gutiérrez Moreno
Yasmine Edwards, Ph.D.
Dr. Hisseine Faradj
Tamara JG Barbosa, Ph.D.
Mary Jo Barbosa, M.S.
Assistant Professor of English