Resumen: Power BI es actualmente el líder en el mercado de las herramientas de inteligencia de negocios. A través de la literatura se puede ver que el uso y los beneficios de Power BI no deben asociarse exclusivamente con empresas que vendan productos o servicios. Por lo tanto, en este estudio se estableció la siguiente pregunta de investigación: ¿Puede ser Power BI una herramienta de utilidad en las instituciones educativas que ofrecen servicios a estudiantes hispanos? Para responder la pregunta, se llevó a cabo un estudio cualitativo para describir y analizar el proceso de desarrollo de tableros utilizando Power BI en una institución de educación superior en Puerto Rico. Los hallazgos muestran que se logró el desarrollo de tableros en Power BI con tres objetivos principales: (1) presentación de datos institucionales, (2) presentación de resultados de investigaciones y (3) presentación de resultados de avalúo del aprendizaje estudiantil. Se encontró que la presentación de datos institucionales a través de los tableros permite tomar decisiones informadas basadas en datos, lo cual es parte fundamental de la planificación efectiva en una institución. Además, el uso de Power BI permite enfocar esfuerzos y recursos en la dirección correcta.
Rivera Cintrón, Aixa Ana G Méndez University Online airivera@uagm.edu
Resumen La educación a distancia se presenta como una alternativa educativa con gran auge dado sus beneficios para adquirir un aprendizaje. Este aprendizaje precisa de un andamiaje enfocado en el estudiante como centro y protagonista. El estudiante presenta unas necesidades dado por su condición “humana” y vale la pena reflexionar el aplicar el “humanismo” a metodología de enseñanza. Tanto la administración, diseñador instruccional e instructor, entre otros, requieren por consiguiente, tener las competencias habilidosas para transformar un proceso sistemático y en ocasiones solo centrado en el cumplimiento de dicho proceso, en uno que busque enfocarse en las necesidades del estudiante como individuo.
Autora Garriga Vidal, Giselle M. Bibliotecaria Sala de Investigaciones, Universidad Politécnica de Puerto Rico y Universidad Interamericana de Puerto Rico, Recinto de Ponce ggar8463@interponce.edu
Resumen El propósito de esta investigación fue examinar la percepción de estudiantes subgraduados a distancia sobre su nivel de dominio de los conceptos umbrales asociados con las destrezas de información, y la relación con el nivel de ansiedad bibliotecaria que identificaron experimentar. La investigación fue de carácter cuantitativo, con diseño no experimental y alcance correlacional. Se administró un cuestionario electrónico, conformado por dos instrumentos: la Escala de Percepción para las Destrezas de Información de Doyle et al. (2019), y la Escala de Ansiedad Bibliotecaria en Entornos Virtuales, basado en la Escala de Ansiedad Bibliotecaria de Bostick (1992). Participaron 50 estudiantes de 21 años o más, cursando su segundo año en adelante de un bachillerato ofrecido totalmente a distancia en una universidad privada en Puerto Rico. Los resultados sugieren que los participantes tienen una percepción alta sobre su nivel de dominio de los conceptos umbrales para las destrezas de información, y que experimentan un nivel leve de ansiedad bibliotecaria. Esta correlación negativa permite inferir en la importancia del desarrollo de las destrezas de información en estudiantes subgraduados a distancia, para de esta forma, disminuir sus niveles de ansiedad bibliotecaria, los cuales resultan ser adversos en el desempeño académico de los estudiantes (Onwuegbuzie & Jiao, 2004).
Abstract Writing and research assistance for doctoral students writing dissertations via one-on-one tutoring sessions was implemented at an HSI in the southeastern United States. This exploratory sequential mixed methods study aimed to inform the specific challenges of Hispanic graduate students completing dissertations at HSIs and identify the next steps for student support. Data were collected through an online survey completed by tutors (n=3) upon completion of each tutoring session. A total of 398 responses were analyzed and coded. Results demonstrated three major themes: writing skills (n=324), research skills (n=125), and general graduate student skills (n=20). Writing challenges included implementing APA style correctly, effectively summarizing articles, beginning chapter outlines, organizing information in dissertation drafts, and writing the literature review chapter. Research challenges included conducting a systematic literature review, analyzing data and finding themes, organizing results, going through the IRB process, locating articles using databases, and interpreting literature.
Author Ellison, Irina V. Associate Professor and Associate Dean, School of Health and Natural Sciences, Mercy College iellison@mercy.edu
Abstract The importance of a diverse healthcare workforce has been highlighted and supported by the literature as a key factor in reducing healthcare disparities and improving access to and quality of healthcare among underserved populations. However, minorities remain underrepresented throughout the health professions, and in New York, the Hispanic population is particularly underrepresented across the health professions. The largest private Hispanic Serving Institution (HSI) in NY state, Mercy College has a robust health professions program. However, Anatomy and Physiology (A&P), the gateway course for most health professions students, is the number one obstacle to persistence in those majors. In addition, this obstacle disproportionately impacts Hispanic students with a resultant equity gap in student success. Through a multi-pronged scaffolded approach, which involved developing and implementing evidence-based inclusive practices, we have closed the equity gap and improved the overall student success of all students in A&P 1 lecture and lab, even in the face of COVID.
Autora TorresVélez, Milagros Especialista en Diseño curricular y multimedios Universidad Interamericana de Puerto Rico mvelezto@ponce.inter.edu
Resumen El propósito de este estudio fue investigar cómo influye la autorregulación en el aprendizaje, en el éxito académico del estudiante graduado que estudia en la modalidad de la educación a distancia en una institución de educación superior localizada en el sur de Puerto Rico. El marco teórico se fundamenta en la Teoría del Desarrollo Cognitivo de Piaget (1968) y en la Teoría de la Andragogía de Malcom Knowles (1970). La revisión de literatura aborda diversos tópicos relacionados a la educación para adultos, educación a distancia, la autorregulación y la retención. Es un estudio cuantitativo correlacional con una muestra no probabilística. Los participantes fueron 47 estudiantes del programa graduado a distancia. Se administró un cuestionario en línea denominado “Autorregulación para el aprendizaje académico en la universidad”, elaborado por el Dr. Juan Carlos Torre. Los resultados fueron analizados usando el programa Statistical Package for Social Sciences (SPSS) que revelaron el perfil de los estudiantes del programa graduado a distancia sobre la autorregulación del aprendizaje. En conclusión, los estudiantes graduados a distancia poseen el conocimiento sobre el proceso de autorregulación en sus aprendizajes mediante el dominio de estrategias y el aprendizaje autónomo. Se determinó que los factores de autorregulación que influyen en el rendimiento académico son de control y verificación, son los más practicados en los educandos graduados a distancia e investigados en este estudio.
Autor Torres-Nazario, Marcos Catedrático de Educación Universidad Interamericana de Puerto Rico-Ponce mtorres@ponce.inter.edu
Resumen Este artículo comparte información sobre la población de Puerto Rico y su impacto en la matrícula universitaria del país. Además, incluye información sobre la matrícula de estudiantes a distancia y proyecciones de la matrícula total del país al 2025. Para los próximos años, se estima que ocurrirán grandes cambios significativos en la cantidad y la composición de las IES del país.
Author Prince, Tanvir Associate Professor, Department of Mathematics, Hostos Community College, City University of New York (CUNY) tprince@hostos.cuny.edu
Abstract This article discusses the integration of computational thinking concepts, including algorithm, coding, abstraction, decomposition, debugging, and pattern recognition, into a Linear Algebra course in a community college in the fall of 2022. Through the implementation of project-based learning (PBL), we aimed to enhance students’ understanding of linear algebra topics while familiarizing them with essential computational thinking concepts. A pre-and post-survey assessed the students’ familiarity with the concepts. The results indicated a significant improvement in the students’ understanding of computational thinking concepts and their application in linear algebra.
Driving Accessibility: Tarrant County College’s Online Campus Races Toward Accessibility for Online Courses and Communication
Authors: Kim Estes and Lindsay Nichols Foster
Abstract: This article presents Tarrant County College Connect Campus’s initiative to enhance accessibility in online courses and communication. It highlights the challenges of compliance with state and federal accessibility regulations in higher education and the legal, financial, and human impacts of non-compliance. The study discusses the disproportionately lower accommodation rates for students with disabilities at two-year colleges compared to four-year institutions. The TCC Connect Campus Accessibility Roadmap (CAR) is introduced as a comprehensive approach to creating accessible learning environments, including continuous improvement plans to align with changing regulations and new technologies.
2. ESOL in the Digital Age: Crafting a Tailored Learning Journey
Author: Carolyn A. Choate, Ed.D.
Abstract: In today’s interconnected world, the demand for English as a Second Language or Other Language (ESOL) instruction in higher education has never been greater. As the global community continues to expand, the ability to communicate effectively in English has become a valuable skill for individuals seeking to pursue a college education, advance their careers, and engage in international discourse. ESOL online courses have emerged as a popular choice for college-bound individuals looking to enhance their English language proficiency, offering accessibility and flexibility for learners from diverse backgrounds. However, these online courses also come with certain drawbacks, including reduced engagement, the need for self-discipline, and variable quality courses. Adjusting the college admission process to align with ESOL students’ language proficiency is essential for equitable access to higher education. Ultimately, the decision to pursue ESOL online courses should be based on a careful assessment of both the benefits and challenges, ensuring alignment with each individual’s unique circumstances and college-bound aspirations.
3. Impact of Growth, Purpose, and Sense of Belonging (GPS) Mindset Intervention on Student Retention Rates in Asynchronous Mathematics Courses
Author: Tanvir Prince
Abstract: This paper will study the effects of incorporating a Growth, Purpose, and Sense of Belonging (GPS) mindset intervention on student retention rates within asynchronous mathematics courses. Specifically, the research hypothesis suggests that integrating the GPS mindset intervention into these courses will yield a statistically significant improvement in student retention rates. To evaluate the impact, data were collected from Calculus III, Differential Equations, and Linear Algebra courses across multiple semesters—Fall 2018, Spring 2019, Fall 2022, and Spring 2023. Comparative analysis was performed to explore the effectiveness of the intervention. Preliminary findings from the study indicate that GPS mindset intervention plays a pivotal role in elevating student retention rates in asynchronous mathematics courses. These results contribute to the ongoing discourse on academic retention strategies and underscore the potential benefits of mindset interventions in educational settings.
4. Aplicabilidad del modelo de retención estudiantil de Berge y Huang en estudiantes a distancia a nivel graduado de una universidad privada en Puerto Rico
Author: Israel Martínez Santiago, EdD
Abstract: En este artículo se describe la aplicabilidad del modelo de retención estudiantil de Berge y Huang en estudiantes a distancia a nivel graduado de una universidad privada en Puerto Rico. El investigador desarrolló un instrumento para un estudio fenomenológico cualitativo que tuvo como objetivo dar respuesta a las preguntas de investigación. Este estudio utilizó el Modelo de Retención Estudiantil Sostenible de Berge y Huang para analizar las condiciones que influyen en la efectividad institucional para reducir la deserción desde la perspectiva de la educación a distancia. Asimismo, los factores que influyen en el desempeño de los estudiantes y los factores que contribuyen a la decisión de dejar la educación. Por último, el rol del educador con respecto al impacto en las decisiones de los estudiantes de persistir. En este estudio se utilizaron unas guías de preguntas durante el proceso de entrevistas virtuales a estudiantes y profesores desarrolladas por el investigador y validadas por un panel de 10 expertos. La muestra la conformaron cinco profesores y cinco estudiantes, para un total de 10 participantes. Según los datos recopilados, se demostró que los factores que afectan la retención de los estudiantes graduados en la educación en línea son: flexibilidad, automotivación, sistemas de apoyo, carga de trabajo, interacciones de los estudiantes, apoyo familiar, calidad del curso en línea, factor económico, crecimiento profesional y habilidades previas. Como parte de las conclusiones, se determinó lo siguiente: 1) Se validó la aplicabilidad de los factores circunstanciales del modelo de retención estudiantil de Berge y Huang (2004) a nivel graduado, diseñado originalmente para estudiantes subgraduados y 2) Se realizó una validación parcial de los factores personales e institucionales del modelo conceptual de Berge y Huang (2004).
5. Liderando la Revolución Digital: Estrategias de Evaluación en la Era del Chatbot
Author: Elizabeth Díaz-Rodriguez
Abstract: A medida que la robótica sigue avanzando, las personas pueden terminar exámenes o ensayos sin tener ningún conocimiento del tema. Por tanto, la comunidad educativa se enfrenta a dos opciones: adherirse a las prácticas docentes actuales o abrazar la disrupción digital dentro de las aulas colaborativas. Los docentes deben familiarizarse y utilizar técnicas de evaluación innovadoras que reconozcan y valoren las nuevas tecnologías disruptivas y emergentes para abordar los desafíos que plantea la inteligencia artificial (IA). El estudio presenta estrategias de evaluación diseñadas para la era del chatbot.
6. An Assessment of the Active Learning Worksheets in an Undergraduate Human Anatomy and Physiology Course
Author: Mervan Agovic
Abstract: Anatomy & Physiology I is a demanding gateway science course for community college students. It is particularly challenging for underrepresented Hispanic students who must navigate course content, language barriers, and work-related time constraints. This paper introduces a new active learning strategy to promote meaningful learning and conceptual understanding of Anatomy & Physiology, enhancing students’ academic success. The teaching strategy incorporates enhanced lecture presentations and discussions. It also includes periodic pauses for students to engage in active learning activities aligned with learning outcomes. These activities spark student interest and provide immediate feedback on their understanding of challenging topics. The study indicates that the pass rate, mainly grades of C+ and above (a requirement in all nursing courses), was consistently higher for active learning participants than those who attended traditional lectures. This evidence suggests that an active learning environment boosts academic performance among our ethnically diverse students.
Abstract: This article presents the importance of online course revision to improve best practices in distance higher education, increase student success and raise retention rates. A year-long, systematic, unified approach to online course review was conducted by a committee of Humanities professors. The aim of this paper is to share the significant enhancements made to an online course design, using the 7th Edition of Quality Matters Higher Education Rubric, to boost student engagement, performance, and satisfaction. This study discusses how each standard was applied to refine an online course. The purpose of the revision was to systematically address the standards as proposed by the QM rubric. Findings revealed areas to strengthen in each of the eight general standards resulting in the actualization of the course design to be more accessible and practical for student use. A few of the specific enhancements made as a result of the revision were the creation of a course content map, clear and predictable design, weekly email reminders, and rubrics. Student feedback confirmed positive outcomes after the successful implementation of best practices using the QM rubric.
8. La reducción poblacional y su impacto en las instituciones de PR
Author: Marcos Torres-Nazario
Abstract: Este artículo actualiza datos sobre la población de Puerto Rico y su impacto en la matrícula y en las instituciones de educación superior a otoño 2022. Además, abunda sobre la matrícula de estudiantes de grado 12, la matrícula de estudiantes a distancia y propone varias estimaciones de la matrícula universitaria del país al 2025. Para los próximos años, se estima un panorama sombrío para la supervivencia de las IES pequeñas de la Isla.
9. Actitudes del docente de las materias de español y matemáticas, de cuarto y quinto grado, durante las prácticas de inclusión con estudiantes con discapacidad en la sala de clases regular
Author: Tania Torres Meléndez
Abstract: El propósito de esta investigación fue explorar y describir las actitudes del docente de las materias de español y matemáticas, de cuarto y quinto grado, durante las prácticas de inclusión con estudiantes con discapacidades en la sala de clases regular de las escuelas elementales públicas del centro de la isla. La investigación se sustentó con la teoría sociocultural de Lev Vygotsky (1925 – 1934), el concepto de Otredad de Skliar (2002) y la teoría de Acción Razonada de Ajzen y Fishbein (1980). La metodología fue cualitativa, con diseño fenomenológico. La población fue de 251, de los cuales participaron 8 maestros regulares de cuarto y quinto grado de las materias de español y matemáticas, de las escuelas públicas elementales del centro de la isla, pertenecientes a la Región Educativa de Bayamón del Departamento de Educación de Puerto Rico (DEPR). Los hallazgos fueron interpretados y analizados con el modelo Wolcott (1994), al relacionar categorías e identificar la relación entre ellas. Las conclusiones destacaron que los docentes poseen experiencia y preparación académica, pero necesitan apoyo y capacitación para realizar sus prácticas inclusivas a estudiantes con discapacidad con actitud positiva.
10. Innovación educativa: un análisis descriptivo sobre la integración de la herramienta Prodigy como técnica de gamificación
Authors: Correa-Suárez, Lisbel M., Ed. D.; Sánchez Dávila, Mariela L., M. Ed.; and Santiago Mercado, Abigail, M. Ed.
Abstract: Para apoyar la enseñanza y facilitar el aprendizaje profundo entre los estudiantes, los educadores requieren habilidades para integrar la tecnología de manera efectiva. Particularmente en clases de matemáticas, la selección de recursos de aprendizaje orientados tecnológicamente presenta un desafío significativo. Este estudio tuvo como objetivo utilizar el paradigma SAMR para evaluar la integración de Prodigy para la gamificación aplicada en la enseñanza y el aprendizaje de matemáticas por parte de maestros de sexto grado. El modelo SAMR sirvió como un marco para evaluar cómo esta herramienta funcionaba como una sustitución, ampliación, modificación y redefinición de prácticas académicas. Empleando una metodología cualitativa, se recopilaron datos sobre el uso de Prodigy y su integración en prácticas de enseñanza a través del análisis de planes de lecciones. Los hallazgos revelaron que los maestros en todos los niveles de SAMR integraron con éxito la tecnología en la instrucción de matemáticas, remodelando en última instancia el proceso de enseñanza e impactando positivamente el rendimiento académico de los estudiantes.
11. Institutional Readiness to Digital Education: Championing 10 years of Student and Faculty Success
Author: Dr. Carlos Morales
Abstract: Around the world, educational institutions continue to grapple with the need for change compounded by the aftereffects of the COVID-19 pandemic. It has been well forecasted that higher education institutions must change to cater to and better serve the modern learner’s needs. Learners have many expectations about their educational institutions: agility, dynamism, new ways of learning, digital learning, flexibility, and new business models. At the heart of this, an institution has embraced these expectations through an online campus. This article discusses the success of the TCC Connect Campus, conceptualized as a centralized online eLearning campus in Texas, which has embraced many of these tenets. The author will communicate the strategies employed to grow and scale academic offerings, student services, quality, and rigor and develop best practices to satisfy the needs of non-traditional students in a completely online campus. The campus will be celebrating its 10th year of operation in 2024.
12. Factores que influyen en la implementación de la tecnología en el ejercicio de enseñanza-aprendizaje
Author: Pura Centeno, UPR Río Piedras
Abstract: Los medios de producción y reproducción parten de la premisa de que quienes estudian desarrollan en los currículos las competencias necesarias para insertarse en el mundo laboral. Estas competencias incluyen y no se limitan a las relacionadas con el uso de las tecnologías y su integración en los diversos escenarios profesionales en el Siglo XXI. De acuerdo con Gramsci (1932) la hegemonía espera de las clases trabajadoras unos conocimientos necesarios para mantener los medios de producción y reproducción necesarios en las sociedades modernas. Esta premisa, cuando coincide con revoluciones industriales como la que estamos viviendo (Revolución Industrial 4.0), se ve afectada en la medida de que quienes tienen la responsabilidad de enseñar no tienen la formación ni la experiencia con las tecnologías que pudieran integrar en el ejercicio de enseñanza-aprendizaje que, eventualmente, serán parte del entorno laboral de los futuros egresados. El propósito de este ensayo fue reflexionar sobre las destrezas tecnológicas de quienes enseñan y de quienes vienen a aprender, tomando como referente dos modelos de integración de la tecnología en la enseñanza así como varias teorías del aprendizaje. El desarrollo acelerado de las tecnologías y los lapsos de tiempo entre revoluciones industriales, cada vez más cortos, dificultan el desarrollo de destrezas tecnológicas de quienes enseñan mientras que los estudiantes llegan con más destrezas tecnológicas que quienes les enseñan. Este ensayo concluye que las instituciones deberán realizar evaluaciones y revisiones curriculares en lapsos menores de tiempo mientras que los docentes deberán actualizarse en el uso y manejo de las tecnologías.
Beth Counihan, Ph.D. Associate Professor, Department of English, Queensborough Community College-CUNY
Beth Counihan is an Associate Professor in the Department of English at Queensborough Community College of the City University of New York. While in an administrative position at Lehman College, she worked on the HETS Virtual Plaza FIPSE grant and she has been teaching at Queensborough since Fall 2001. Her interests include High Impact Practices, reading theory and pedagogy, and nature across the curriculum. Her work has been published in English Education, Community College Humanities Review, and the edited volume What is College Reading.
Kristen Faye Linton, MSW, Ph.D., Assistant Professor California State University, Channel Islands
Dr. Linton has a PhD in social work and has been teaching and mentoring Latinx students for seven years; she utilized high-impact practices, such as service learning and undergraduate research. As a social worker and disability expert, she is dedicated to assessing and addressing inequities in education.
Jaime Hannans, PhD, RN, CNE Associate Professor, Nursing California State University, Channel Islands
Jaime Hannans PhD, RN, CNE is an Associate Professor of Nursing at California State University Channel Islands. Dr. Hannans obtained her BSN and MSN from CSU, Chico, and PhD from the University of Nevada, Las Vegas. Dr. Hannans has been teaching at CSUCI since 2009, with 20-years of critical care nursing experience. She is also the CSU Affordable Learning Solutions (AL$) Campus Co-Coordinator, where the campus effort has saved students over five million dollars in the past five years. Her research interests focused on immersive virtual reality, mixed reality, simulation, technology in teaching and learning, textbook affordability, and the use of open educational resources in higher education.
Lydia Dixon, Ph.D. Assistant Professor of Health Science California State University, Channel Islands
Lydia Z. Dixon is an Assistant Professor of Health Science at California State University, Channel Island, and holds a PhD is in Anthropology from the University of California, Irvine. Her research is primarily ethnographic and examines health systems and health disparities in the US and Mexico. Specifically, Dr. Dixon has published on midwifery, reproductive health, community health and obstetric violence. Her teaching focuses on ethics, community health, and research methods. She is passionate about inspiring her students towards careers in research and practice through active learning in the classroom and virtual spaces.
Prof. Megan Everhardt-Alstot Learning Design Lead Lecturer, School of Education California State University, Channel Islands
Megan Eberhardt-Alstot is the Learning Design Lead for California State University Channel Islands (CSUCI) Digital Learning Unit. She is also a Lecturer in the School of Education. She earned her BA and Teaching Credential from Pepperdine University and her Master’s in Educational Leadership and Administrative Credential from CSUCI. Prior to joining CI, Megan spent ten years as a K-12 Educator. As part of the Learning Design Team she designs, develops and facilitates faculty learning experiences specific to online and mixed-modality teaching. She also co-created Learning Online 101, an online micro-course to prepare students for success as online learners. Megan is interested in learning innovation, learning science, and the intersection of pedagogy and technology to create empathetic, equitable and responsive learning environments.
Dr. Amanda (Mandy) Giust Director, Graduate Student Research Center Albizu University, Miami Campu
Dr. Amanda Giust holds an Ed.D. in Adult Education and Human Resource Development from Florida International University. She has experience educating young children, adolescents, and adults of all abilities. Dr. Giust has eight years of experience managing a variety of community and federal grants and three years of experience in classroom teaching. Dr. Giust’s research interests include diverse learners, learning across the lifespan, self-directed learning, and career development.
Dr. Diana M. Valle-Riestra Project Director, Title V PPOHA Graduate Grant Albizu University-Miami Campus
Dr. Diana M. Valle-Riestra is the Project Director of the Title V PPOHA Graduate grant and a faculty member in the Speech & Language Pathology graduate program at Albizu University-Miami Campus. She has a Ph.D. in Special Education and Reading and an M.S. in Learning Disabilities and Emotional Disturbance from the University of Miami, School of Education. She has over 16 years of experience in higher education teaching undergraduate and graduate courses and has served as the Project Director or Principal Investigator for several multi-year education grant projects totaling over $9.5 million in competitive funding. In addition to Dr. Valle-Riestra’s project management experience and grant writing activities, she is a researcher with interests in the areas of special education, postsecondary inclusive education, working with diverse families, and leadership and advocacy issues within the context of special education. She has experience managing and coordinating undergraduate and graduate programs in special education, research projects, and local school district program evaluations; has consulted and published research on exceptional populations; and has served on several professional Executive Boards.
Dr. Yubelkys Montalvo Executive Director HETS Consortium
Yubelkys Montalvo has been working for the Hispanic Educational Technology Services Consortium (HETS) since 1999. Since she was appointed Executive Director in 2006, her main focus is the growth of the organization and the diversification of benefits for the Consortium’s member institutions. Among the initiatives developed is the creation of new services such as the peer-review publication: HETS Online Journal, the Ambassador Students program, and the collaboration to propose new technological educational alternatives and share best practices through educational events such as the Best Practices Showcase and the Student Showcase Leadership and recently, webinars for faculty, administrators and students. In addition, she has coordinated and overseen numerous international workshops in universities in Colombia and Mexico and has participated in numerous national and international conferences and forums. Dr. Montalvo holds a bachelor’s degree in communications from the University of Puerto Rico, Río Piedras Campus, and a master’s degree in Public Relations from Universidad del Sagrado Corazón. Currently, she completed his doctorate in the program: Education in Leadership and Instruction in Distance Education of the Inter American University of PR, Ponce Campus.
La Dra. Yubelkys Montalvo trabaja para el Hispanic Educational Technology Services Consortium (HETS, por sus siglas en inglés) desde el año 1999. Desde que fue designada Directora Ejecutiva en el 2006, su enfoque principal es el crecimiento de la organización y la diversificación de los beneficios para las instituciones miembros del Consorcio. Entre las iniciativas desarrolladas se destacan: la creación de nuevos servicios como la revista arbitrada HETS Online Journal, el programa de Estudiantes Embajadores y la colaboración para proponer nuevas alternativas educativas tecnológicas y compartir las mejores prácticas a través de eventos educativos como el Best Practices Showcase y el Student Leadership Showcase y recientemente, webinars para facultad, administradores y estudiantes. Además, ha coordinado y dirigido numerosos adiestramientos internacionales en universidades de Colombia y México, y ha participado en numerosas conferencias y foros Nacionales e Internacionales. La Dra. Montalvo posee un Bachillerato en Comunicaciones de la Universidad de Puerto Rico, Recinto de Río Piedras, y una Maestría en Relaciones Públicas de la Universidad de Sagrado Corazón. Actualmente, completó su doctorado en el programa: Educación en Liderazgo e Instrucción en la Educación a Distancia de la Universidad Interamericana de PR, Recinto de Ponce.
Dr. Frances Vázquez Padilla Chancellor NUC University
Dr. Frances M. Vázquez Padilla holds a Bachelor’s Degree in Nursing, a few years later completed a Master’s degree in Advanced Practice in Nursing. In 2020, she completed an Ed. D. in Educational Management, and recently she completed a professional certification in Neurolinguistic Programming and Coaching. She is currently doing another certification related to educational neuroscience. She has 14 years of experience working in the field of education in several positions as Faculty, Academic Director, Academic Dean at NUC University. Currently, she serves as Chancellor at NUC University, Ponce Campus in Puerto Rico.
Dr. Brenda Lee Morales holds a Bachelor’s Degree in General Elementary Education from Universidad del Turabo in Puerto Rico. A few years later he completed a Master’s degree in Educational Administration at the same institution. In 2016, she completed a PhD in Educational Leadership at Keiser University where she had already earned a Specialist in Education degree. Finally, in the academic aspect, Dr. Morales holds a Post Doctorate in Business Administration with a concentration in Finance from Walden University. She is currently doing another Post-Doctorate at Walden University in the Human Resources area. In terms of work and professional career, she has 27 years of experience working in the field of education in several positions as a teacher, Curriculum Specialist, Director of Federal Educational Proposals, Academic Dean, among others. He has worked at all levels of the education system in Puerto Rico, from Head Start to High School and at the university level. Eleven years ago, she began as Director of Federal Proposals and Professor of University Institutions and currently serves as Dean of Academic and Student Affairs at Humacao Community College in Puerto Rico, in addition to offering online courses to Humacao Community College in Puerto Rico, in addition to offering online courses to university level at the Masters and PhD level.
Prof. Silvia Maria Ruiz Santiago Indiantown Adult Learning Center (IALC) Martin County School District
Prof. Silvia Maria Ruiz Santiago is a teacher originally from Spain, with two bachelor’s and a master’s degree in Education. Currently, she’s pursuing a Ph.D. in Education and Leadership. She has been teaching for twelve years in private and public institutions from kindergarten to university levels around the world; in Spain, France, Chile, and now the USA. Her expertise is how to teach a foreign language. In the United States, she worked for three years as a French Immersion School teacher and later on as a Spanish professor in College. Right now, she’s teaching ESOL for the District of Martin County.
Swan Kim, Ph.D. Associate Professor, Department of English Bronx Community College at City University of New York
Swan Kim is an associate professor of English and Writing Across the Curriculum (WAC) coordinator at Bronx Community College (BCC) at City University of New York (CUNY). She received her PhD in English at the University of Virginia specializing in Asian American diaspora. She teaches courses in composition and ethnic American literature. Her research interests include WAC/WID, first-year writing, antiracist pedagogy, diaspora and immigration, race and ethnicity, and Asian American literature and culture. She has been serving as the Diversity, Equity, and Inclusion committee co-chair at the Association for Writing Across the Curriculum (AWAC), the co-leader for the CUNY WAC Professional Development, and a faculty senate and council member at her college.
Donna Kessler-Eng, Ph.D. Associate Professor, Department of English Bronx Community College at City University of New York
Dr. Donna Kessler-Eng is an associate professor of English at Bronx Community College (BCC). She is currently BCC’s Strong Start to Finish Resident (English), and is designing co-requisite courses for students with developmental needs in both English and reading. She earned a Ph.D. in English from the CUNY Graduate Center where she specialized in antebellum American literature and nineteenth century American medical and cultural discourse. She teaches developmental writing, composition, and literature and medicine courses. Her research interests include literature and medicine, pedagogy, first-year writing, developmental education reforms and strategies for community college students’ success. She has served as the coordinator of BCC’s Developmental Writing Program, and as the coordinator of BCC’s Tutorial Intervention Program. She was also a member of CUNY’s Developmental Writing Advisory Committee and CUNY’s Writing Discipline Council.
