Dr. Víctor M. Concepción Santiago Graduate School of Education Inter American University of Puerto Rico, Arecibo campus
Víctor M. Concepción Santiago is professor of the Graduate School of Education of the Inter American University of Puerto Rico Arecibo Campus. He Teaches courses in Research in Education, Clinical Practices in Management and Leadership, Curriculum Development and Teaching and Leaning Strategies, focusing in Active Learning Approaches. He is also Academic Program Assessment Coordinator of the Arecibo Campus for the study quantitative and qualitative data results to analyze student learning outcomes. Víctor is also member of the Board of Directors of Puerto Rico Affiliate of the Association for Supervision and Curriculum Development (PRASCD). At PRASCD he organizes professional development activities for teachers and school leaders.
Author: Beth Counihan Department of English, Queensborough Community College-CUNY
Author Note: I have no known conflicts of interest to disclose.
Correspondence concerning this article should be addressed to: Beth Counihan, Queensborough Community College-CUNY, 222-05 56 Ave, Humanities 428, Bayside, NY 11364. Email: bcounihan@qcc.cuny.edu
Introduction
As the world begins to emerge from the Covid-19 Pandemic, college faculty are ever more mindful of the high cost of textbooks and other necessities of student life. Assigning open educational resource (OER) texts lightens the financial burden and helps contribute to a more equitable campus. Faculty also need to have in our pedagogical tool boxes strategies that work well both in the traditional and virtual classrooms, as we now know we must be prepared for any situation. With this in mind, I would like to share the promising findings of a qualitative study a colleague and I conducted pre-pandemic, in Fall 2018 with our ENGL101: Freshman Composition students, one that suggests further inquiry. We assigned an open educational resource, Flesh-Kincaid Readability Statistics, to complement our work teaching college reading and writing skills. Our limited data, the students’ own writing, indicated that using Readability Statistics supported the skill of revision in particular.
At our urban public community college, seventy-three percent of our students received full financial aid the semester of our study (QCC Fact Book 2020). We serve a highly diverse student body with no one dominant group. In addition, our community college is a designated Hispanic-Serving Institution and HETS member institution, with Hispanic students or their families largely from the Dominican Republic, Puerto Rico, Mexico and Ecuador. Our students each have access to a free subscription to the New York Times–paid through student activity fees, so there is no out-of-pocket expense. I assign the New York Times as a required text in all levels of my English courses. We read articles pertaining to our course topics, but also I assign students to read and write summaries of articles of their own choice, each according to their own interests. Students interested in video games and smart phone technologyread and summarize articles in the Times Personal Tech section, for example. Students concerned about equity and social justice read and summarize articles about racial reckoning and immigration issues.
To reinforce our classroom work on academic writing revision strategies, I assign students to use OER sites like readable.com (although not all features on the site are no-cost). Students paste their summaries into a text box on the site and the Flesch-Kincaid Readability Statistics program is applied, giving students an immediate measurement of the grade level of their writing. As students revise their New York Times article summaries in readable.com, they can see the grade level rise in real time. They see how the grade level rises when they are strategic and mindful about revision, with most studentswho participated in our study in Fall 2018 seeing an increase of two grade levels in their revised summaries.
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.
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
Institution: The University of Texas Rio Grande Valley
Denise A. Longoria, Ph. D., LCSW, is an Assistant Professor of Social Work at The University of Texas Rio Grande Valley
John M. Gonzalez, Ph. D., LMSW, is an Associate Professor and MSSW Program Director of the Social Work Department at The University of Texas Rio Grande Valley.
Abstract
As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population. It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million, or 31% (U.S. Census Bureau, 2012). Along the South Texas-Mexico border, the Hispanic population ranges from approximately 80-95%, and many of these areas are poverty stricken and greatly underserved. Consequently, social workers are in great demand to help meet the multiple and diverse needs of those living in these areas. As a result of the collaboration between a Texas university and a community college, students have been able to obtain a social work degree via distance education.
The Need for Social Workers Along the South Texas-Mexico Border: Meeting the Need Through Distance Education
Introduction
As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population. It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million or 31% (U.S. Census Bureau, 2012). Consequently, Hispanics will play an increasingly important role in U.S. society and all aspects related to it, such as the economy, education, health, mental health and the future as a whole.
Autora: Dr. Sonia Maldonado Torres
Assistant Professor
Institución: Hostos Community College, CUNY
Abstracto
El propósito del estudio fue explorar la relación entre la edad, ingreso de acuerdo al código postal, género, concentración, raza y status ESL con las calificaciones obtenidas en los cursos de educación en línea, modalidad asincrónica de un grupo de estudiantes que asiste a un colegio comunitario en la ciudad de Nueva York. Para obtener los resultados del estudio, se utilizaron datos proporcionados por la Oficina de Investigación Institucional y Avaluación Estudiantil (Office of Institutional Research and Student Assessment) del Colegio. Para el estudio se analizaron datos de 557 estudiantes que completaron 954 cursos de educación en línea, modalidad asincrónica durante cuatro semestres consecutivos. En el estudio se encontró una correlación entre la edad de los participantes y las calificaciones obtenidas en los cursos de educación asincrónicas (r = .01). Además se estableció una diferencia significativa entre la concentración de los participantes (todas las concentraciones (M = 3.77, DS = 1.7); educación (M = 3.55, DS = 3.91) (t = 2.2, p = 0.03) con respecto a las calificaciones obtenidas en los cursos de educación en línea, modalidad asincrónica. Los hallazgos de este estudio serán utilizados como punto de partida para realizar una investigación más detallada sobre las relaciones que existen entre el estatus socioeconómico de los estudiantes matriculados en un Colegio Comunitario localizado en la ciudad de Nueva York y su desempeño académico en los cursos a distancia.
Relación Entre las Características Socioeconómicas de los Estudiantes de un Colegio Comunitario en la Ciudad de Nueva York con las Calificaciones Obtenidas en Cursos de Educación en Línea Modalidad Asincrónica.
Introducción
Investigadores en el campo de la educación superior han indicado que los programas académicos de educación a distancia son una alternativa educativa eficaz y económica para completar un título universitario (Johnson, 2009; Kim, Welch, Nam & Seungwan, 2016; Shonfeld & Ronen, 2015). Estos mismos investigadores también concluyeron que estos cursos son de gran beneficio para los estudiantes que desean asistir a una universidad en particular pero no pueden hacerlo debido a la distancia o a su limitación con el tiempo. Estudiar a distancia implica que los estudiantes tendrán la oportunidad de educarse empleando la tecnología en cursos que pueden estar diseñados sincrónica o asincrónicamente (Kumi Yeboah & Smith, 2016). Es decir que los entornos de enseñanza que se utilizarán para impartir las lecciones a distancia se establecerán virtualmente (Birch & Volkov, 2007).
There has been an increase in online course enrollment through the years. More students are enrolled in these courses as a result of budget benefits and student interest. Typically, students take some time to become oriented to these courses and ask questions, especially about the navigation. This paper describes the design, content, and implementation of the training folder “Before Your Course Begins” that teachers can use to engage students before the start of an online course.
In the last decade, there has been an increase in online course enrollment in community colleges (Saltarelli & Roster, 2014). More students are enrolled in these institutions because of student interest in the classes offered, as well as lower tuition. Typically, students take some time to become oriented to the courses and ask numerous questions, and this is especially true of those new to online courses. This paper describes the design, contents, and implementation of the online folder “Before Your Course Begins” that was created to engage students before the start of the course. This study is based on my work at Hostos Community. The strategies outlined here can be used to keep students engaged.
Article 1: The Need for Social Workers Along the South Texas-Mexico Border: Meeting the Need Through Distance Education
Author: Dr. Denise A. Longoria
Assistant Professor of Social Work The University of Texas Rio Grande Valley
Dr. Denise A. Longoria is an assistant professor of social work at UTRGV. She holds an MSSW from University of Texas at Austin and a Ph.D. in Education from Capella University. Her areas of interest and expertise include social work practice, family violence issues, working with older adults, mental health issues, and social work education. In addition to teaching social work courses, Dr. Longoria is responsible for recruitment and advising of Laredo students enrolled in the distance education program. Dr. Longoria maintains a small private practice where she provides individual and couples’ therapy.
Contact Info:
Denise Longoria, Ph.D., LCSW
Assistant Professor of Social Work
University of Texas Rio Grande Valley Mail Address: The University of Texas Rio Grande Valley
1201 W. University Dr.
Edinburg, TX 78539 Phone: (956) 665-3575 Fax: (956) 665-3516 Email: denise.longoria@utrgv.edu
Author: John M. Gonzalez, Ph. D., LMSW
Associate Professor and MSSW Program Director Social Work Department The University of Texas Rio Grande Valley
John M. Gonzalez, PhD, LMSW, associate professor at the University of Texas – Rio Grande Valley, Department of Social Work. He is also the Director of the MSSW Program. His research interests are older Latinos and mental health services. He also authored and co-authored publications on older Latinos and mental health services and older adults overcoming oppression.
Article 2: Online Learning: No Worries at Community Colleges
Author: Dr. Sherese A. Mitchell
Assistant Professor
Hostos Community College, CUNY
Dr. Sherese A. Mitchell has served as an Assistant Professor at Hostos Community College for 9 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 Hotos. 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 info: Dr. Sherese A. Mitchell
Assistant Professor
Hostos Community College, CUNY Mail Address: Hostos Community College
500 Grand Concourse (Room A107) Phone: (718) 518-4413 Email: smitchell@hostos.cuny.edu
Article 3: Relación entre las características socioeconómicas de los estudiantes de un Colegio Comunal en la ciudad de Nueva York con las calificaciones obtenidas en Cursos de Educación Asincrónicos.
Author: Dr. Sonia Maldonado Torres
Assistant Professor Hostos Community College, CUNY
Dr. Sonia Maldonado Torres was born in Puerto Rico and completed her undergraduate studies at the University of Puerto Rico, Rio Piedras Campus. She possesses two Masters’ degrees—one in Guidance and Counseling from the Catholic University of Puerto Rico, and a second one in Educational Psychology from SUNY at Albany. She completed a doctoral degree in Education and Leadership at Fielding University in California. In 1996 she moved to New York City and began working at Hostos Community College (HCC) spending fifteen (15) years of her academic career working as an academic counselor in the Division of SDEM. In 2011, Dr. Maldonado Torres joined the Teachers Education Unit where she is currently working as an Assistant Professor. Some of the courses she imparts within the Unit are: Introduction to Education, Social Studies and Language Arts for Bilingual Students, Multicultural Education, Special Education, and Creative Arts among others.
Dr. Maldonado Torres has published her research work in different reputable journals and had served as editor in Journals such as Journal of Latinos in Education and the Journal of Hispanics in Higher Education. Her research interests are mainly focused on 1) Latino students’ learning styles, 2) Students’ graduation and retention, 3) English Language Learners (ELL), and 4) Multiculturalism. She has presented her research findings in National and International Conferences such as the American Educational Research Association (AERA), and in different colleges and universities around the nation.
Contact Info:
Dr. Sonia Maldonado Torres
Assistant Professor
Hostos Community College, CUNY Phone: (646) 298-5633 Email:smaldonado@hostos.cuny.edu
Article 1: College Student Inventory Overall Risk and Persistence for First Year Students in College Discovery Program At Bronx Community College.
Author: Dr. Annecy Baéz
Associate Professor and Director of the Social Work Latino
Student Initiative, Project Director of the HRSA Scholarships for Disadvantaged Students Touro College Graduate School of Social Work
Dr. Baéz is an Associate Professor and Director of the Social Work Latino Student Initiative, and Project Director of the HRSA Scholarships for Disadvantaged students at Touro College Graduate School of Social Work. She has been a clinical social worker for more than thirty years providing trauma informed mental health services to individual, groups and families in such agencies as the Madeline Borg clinic of the Jewish Board of Family and Children’s Services in the Bronx, and the Hispanic Clinic at Columbia Presbyterian Hospital, to name a few. She was formerly the Director of the Diagnostic Center at Julia Dyckman Andrus Memorial, a diagnostic residential center for traumatized children and their families.
Dr. Baéz has also worked clinically and administratively at City University of New York as a Director of the Counseling Center at Lehman College and at Bronx Community College as the Associate Dean of Student Support Services and Interim Director of the Psychological Services. At Lehman College, she created an innovative trauma informed, multi-theoretical counseling center to meet the unique mental health needs of students. She obtained various grants to create and implement such programs as Depression Screening online, and a Safe Zone training for LGBT youth, as well as groups, workshops for awareness in such areas as depression, anxiety, trauma, sexual assault, domestic violence and suicide prevention. To promote resilience, she created the Art4Wellness program, which integrated mindfulness meditation, dream work and expressive arts, as well as a stress-counseling program to increase self-care.
Contact Info:
Dr. Annecy Baéz
Associate Professor and Director of the Social Work Latino Student Initiative,
Project Director of the HRSA Scholarships for Disadvantaged Students
Touro College Graduate School of Social Work Mail Address: Touro College Graduate School of Social Work
27 West 23rd Street Room 544
New York, NY 10010 Portal:https://gssw.touro.edu/master-of-social-work/faculty/annecy-baez.php
Author 2: Víctor Rodríguez
Lecturer and Interim Coordinator of General Counseling Bronx Community College of the City University of New York (CUNY)
Mr. Víctor Rodríguez is a Lecturer and Interim Coordinator of General Counseling at Bronx Community College (BCC) of the City University of New York. He has over 25 years of counseling, advising and teaching experience at BCC as well as the City College of New York (CCNY). Over the years, he has taught psychology and freshman orientation courses. He has a Master’s degree in psychology from CCNY and a Master’s degree in Social Work from Lehman College (CUNY). In addition, he has a license to practice Social Work in New York State. He enjoys counseling and teaching where he incorporates the use of technology to motivate students both in and outside of the classroom.
A product of CUNY as well as the SEEK program (Search for Education and Knowledge), Mr. Rodríguez understands the challenges many inner-city students face today. It is not unlike his own experience growing up in the Lower East Side of Manhattan within a community that was plagued by drug addiction and violence. One of eight children born to Puerto Rican immigrants, Mr. Rodríguez was raised to value education, religion and hard work. Years later, he has the honor of sharing his knowledge and experience with students facing similar challenges. True to his Latino roots, Mr. Rodriguez is an active member of the Association for Latino Faculty and Staff at Bronx Community College, a member of El Centro: the Center for Puerto Rican Studies at Hunter College and a member of El Taller Puertorriqueño in Philadelphia. He is also an active member of the National Association of Social Workers (NASW) and the American Psychological Association (APA).
Contact Info:
Víctor Rodríguez, M.A., LMSW
Lecturer and Interim Coordinator of General Counseling
Bronx Community College of the City University of New York Mail Address: Bronx Community College of the City University of New York
2155 University Avenue, Bronx, New York 10453 Phone: (718) 289-5881
Author 3: Cynthia Suárez-Espinal
Director for the College Discovery Program Co-Chair for the Council of SEEK/CD Directors for the CUNY Office of Special programs Bronx Community College fo The City University of New York (CUNY)
Mrs. Cynthia Suárez-Espinal has worked in higher education in various capacities for over 15 years, and has brought a wealth of creativity, imagination, and innovation to the profession, as an educator, manager, and leader. Mrs. Suarez-Espinal is a Bronx native who attended St. Bonaventure University in upstate New York where she received her Bachelor’s Degree in Psychology and a Master of Science Degree in Counseling Education. Following her passion to help students and as a HEOP alumna, Mrs. Suarez-Espinal became a Counselor and shortly thereafter, Associate Director/Adviser for the Higher Education Opportunity Program at Barnard College for eight years.
In 2007, Mrs. Suarez-Espinal became the College Discovery Coordinator of Academic Support Services at Bronx Community College (BCC). Shortly thereafter in 2011, she became the Director for the College Discovery Program. She serves as the co-chair for the Council of SEEK/CD Directors for the CUNY Office of Special Programs. She is a founding member of the Gamma Rho Chapter of the Chi Alpha Epsilon National Honor Society at BCC. Mrs. Suarez-Espinal resides in the Bronx with her husband and two daughters.
Contact Info:
Mrs. Cynthia Suárez-Espinal
Director for the College Discovery Program
Co-Chair for the Council of SEEK/CD Directors for the CUNY Office of Special programs
Bronx Community College Mail Address: Bronx Community College
2155 University Avenue
Bronx, N.Y. 10453 Phone: (718)289-5726
Article 2: Implementing Technological Tools and Best Practices for Student Academic Success in STEM+H Careers.
Author: Dr. Rolando García
Associate Dean and Project Director of Title V STEM Grant School of Engineering Ing. José Domingo Pérez Universidad del Turabo (AGMUS)
Dr. Rolando García has a doctorate in Civil Engineering from the University of Puerto Rico, Mayagüez Campus (RUM), and a B.S. in Civil Engineering, also from the RUM. He has over 12 years of combined industrial and academic experience. Dr. García is currently an Associate Professor in the School of Engineering (SoE) at Universidad del Turabo (UT) where he teaches structural and geotechnical undergraduate Civil Engineering courses. He is also the Associate Dean of the SoE and the Director of a Title V USDE Grant. Before joining UT in January 2012, Dr. García was a Professor at Caribbean University and a structural engineering consultant. Dr. García’s industrial experience includes Molina, García & Asociados, a structural engineering firm, and Head of the Structural Engineering Department at RA&E, a multidisciplinary engineering and architectural firm.
Contact Info:
Rolando García González, PhD, PE
Associate Dean and Project Director of Title V STEM Grant
School of Engineering Ing. José Domingo Pérez
Universidad del Turabo (AGMUS) Mail Address: Universidad del Turabo
PO Box 3030
Gurabo, Puerto Rico 00778 Phone: 787-743-7979, xt. 4154 Fax: 787-744-5476 Email:rogarcia@suagm.edu Portal:http://www.suagm.edu/turabo/
Author 2: Dr. Lilliam Martínez
Project Director TV STEM+H Project Vice Chancellor of Academic Affair Universidad del Turabo (AGMUS)
Dr. Lilliam Martínez has a doctorate in Educational Leadership from the Universidad del Turabo, and a M.A. in Business Education from Interamerican University of Puerto Rico. She is currently the Project Director (PD) of a Title V STEM+H Grant at the Universidad del Turabo (UT) and professor at Colegio Universitario de San Juan. Dr. Martínez was the director of the Academic Support Center at UT and also been the PD for the Women’s Health and Wellness Program and the Activity Director and Project Manager for a Title V Project related to Faculty Development and Training in Instructional Technology (2005-2010) at the UT Yabucoa additional location. She has vast experience as an academic and student support program coordinator, development of instructional modules, curriculum development, and is certified in adult learning, as well.
Contact Info:
Lilliam Martínez Rolón, Ed.D.
Project Director, TV STEM+H Project
Vice Chancellor of Academic Affair
Universidad del Turabo Mail Address: Universidad del Turabo
PO Box 3030, Gurabo, PR 00778 Phone: (787) 743-7979, ext. 4887 Email:limartinez@suagm.edu
Article 3: El Impacto de la Integración de Tecnología en el Campo de la Educación.
Author: Dr. Janet Martínez
University of Texas Río Grande Valley
Dr. Janet Martínez is a faculty member at the University of Texas Rio Grande Valley. She has more than 15 years of experience in higher education and K-12th administration. Her preferred areas of research include educational technology implementation, online learning methods and service learning in higher education.
Contact info: Dr. Janet Martínez
University of Texas Río Grande Valley
Phone: (956) 882-5715
Email: janet.martinez@utrgv.edu
Article 4: La Metaevaluación en la Implantación de un Programa de Educación a Distancia: Un estudio de caso.
Author: Prof. Elsa Pinto López
Professor University of Puerto Rico, Río Piedras Campus
Elsa Pinto López is an Associate Professor at the Nutrition and Dietetics Program at the University of Puerto Rico for the past seven years where she teaches research methods in nutrition. She received funding by the USDA to implement the program Nutrition Live that allowed students to register in specific nutrition and dietetics courses in distance education format. She is a Registered Dietitian and active member of the Academy of Nutrition and Dietetics where she has served as delegate for Puerto Rico.
Contact Info:
Elsa Pinto López
Professor
University of Puerto Rico, Rio Piedras Phone: 787-764-0000 ext. 88590 Email:elsa.pinto@upr.edu
Author 2: Dr. Brenda Toro Enríquez
Professor University of Puerto Rico, Río Piedras Campus
Brenda Toro Enríquez has served a Professor at the Nutrition and Dietetics Program at the University of Puerto Rico for 12 years. Her expertise is in FoodService Management and was funded by the USDA to renovate the food laboratories used throughout the nutrition and dietetics curriculum. Dr. Toro was also co-principal investigator of the distance education program Nutrition Live that converted several courses in a distance education format. She is an active member of the Academy of Nutrition and Dietetics and received an award as Outstanding Dietetics Educator awarded by the Academy.
Contact Info:
Brenda Toro Enríquez
Professor
University of Puerto Rico, Rio Piedras Phone: 787-764-0000 ext. 88591 Email:brenda.toro1@upr.edu
Author 3: Dr. Juan Meléndez Alicea
College of Education University of Puerto Rico, Río Piedras Campus
Dr. Meléndez Alicea has more than three decades of experience in the field of distance education. He published his first article on the subject in 1990, and a book in 1999. In 2014, he was awarded by Universidad for creating and facilitating the best MOOC in Latin America. He has presented on the topic of distance education in more than 15 countries. He was PI of the study of the theory and practice of distance education in Puerto Rico for the State Department in 2016. This study is ongoing.
Dr. Meléndez has post doctoral studies on distance education evaluation. He is an active member of the Puerto Rican Evaluation Society and author of several articles and book chapters on the subject of evaluation in distance education. He currently facilitates distance learning courses for the Department of Graduate Studies, at the College of Education, of the University of Puerto Rico, Río Piedras Campus.
Contact info:
Dr. Juan Meléndez Alicea
College of Education
University of Puerto Rico, Río Piedras Campus Email: juan.melendez16@upr.edu Portal:jjmelendez.net
Article 5: ¿Qué relación existe entre el aprovechamiento académico y el uso de portales sociales en los cursos de Escritura Rápida en Español e Inglés y Transcripción Integrada en Inglés y Español, del Departamento de Sistemas de Oficina de la Universidad de Puerto Rico en Aguadilla?
Author: Dr. Aida R. Ocasio
University of Puerto Rico Aguadilla
Dr. Aida R. Ocasio has more than 10 years of experience in the Office Systems Department of the University of Puerto Rico in Aguadilla. She holds a Doctorate in Education in Curriculum and Teaching. Has developed a model of evaluation of distance learning courses.
Also, her doctoral dissertation was presented at Uribe at the Autonomous University of Santo Domingo and at the University of Puerto Rico at Aguadilla. She has given numerous lectures among these, including: University of Guatemala, Santo Domingo and Panamá. In addition, she has written several articles for university magazines.
Contact info:
Dr. Aida Ocasio Pérez
University of Puerto Rico Aguadilla Phone: (787)890-2681 Email:aida.ocasio@upr.edu
