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A Complementary Teaching Activity for Food Security and Healthy Eating Behavior Change in a Community College.


Charmaine Aleong RN, RD, MS, MSN

Associate Professor, Department of Health Physical Education and Recreation

Bronx Community College of the City University of New York (CUNY)



Food insecurity and poor eating habits among college students and their implications have become important subjects of both academic research and practical interest for administrators and policy makers.  Community college teachers in the field of nutrition, public health and healthy lifestyles are often confronted with a divergence between the theoretical and practical contents of their courses and the actual wellness and lifestyle practices of their students. Since many of these students are future health care providers and public health promoters as part of a trend to diversify the health care workforce, this issue now takes on a particular relevance. This article describes how a food and garden club, in association with a human nutrition course in a very diverse community college population, has addressed these problems and has been instrumental in effecting change in the dietary habits of these students from a high-risk urban community.


Keywords: healthy eating, habit change, college students, experiential learning, high-risk community, food insecurity

Hostos Online Learning Assessment (HOLA) Follow-Up: Student Perceptions in Two Cohorts.


Kate S. Wolfe, Ph.D.
Department of Behavioral and Social Sciences
Hostos Community College of the City University of New York (CUNY)

Dr. Jacqueline M. DiSanto
Department of Education
Hostos Community College of the City University of New York (CUNY)

Iber Poma
Educational Technology Department
Hostos Community College of the City University of New York (CUNY)

Wilfredo Rodríguez
Educational Technology Department
Hostos Community College of the City University of New York (CUNY)



This article is a follow-up article to our 2016 publication in this journal. The authors examined data from two cohorts, Fall 2015 and Fall 2016, to assess the stability of our survey results and learn more about student perceptions of online learning at Hostos Community College, an urban Hispanic-serving community college.  Faculty have been working with the Office of Educational Technology (EdTech) as a task force to measure students’ perceptions of their online learning experiences since 2015.  The Hostos Online Learning Assessment (HOLA) Task Force designed a survey to identify strengths and weaknesses in online teaching and student preparedness for online learning.  Understanding these perceptions is crucial in order to build upon current best practices.  Despite limitations in our sample size, this follow up study found great consistency of student perceptions across both semesters. We continue to assess student perceptions annually at Hostos Community College in order to continually improve our online teaching and learning environment.


Hostos Online Learning Assessment (HOLA) Follow-Up: Student Perceptions in Two Cohorts.


Student perceptions of online learning are integral to building upon current best practices and also gauging the preparedness of the students for the online learning environment, particularly in an urban, Hispanic-serving community college (Wolfe et al., 2016). Hostos Community College (HCC) was founded 50 years ago as part of the City University of New York (CUNY), and is located in the South Bronx, the poorest congressional district in the country.  HCC enrolls approximately 7,200 students, and more than half (5,070) are enrolled full time.  Sixty-three percent of students reside in the Bronx, and many come from families who reside below the poverty line.  Almost 67 percent of students identify as female, and the vast majority of students (81 percent) are 29 years old or younger, with 47 percent 21 years of age or younger.  Students at Hostos are ethnically diverse.  Nearly 60 percent identify as Hispanic, 21 percent as Black, and 18 percent as Other/Unknown.  Three percent identify as Asian and less than two percent as White.  The majority of first-year students are enrolled in developmental or remedial courses (Hostos Community College, Office of the President  & Office of Institutional Research and Student Assessment, 2018).  Hostos is categorized under the Hispanic-Serving Institutions (HSI) program authorized by Title V of the Higher Education Act of 1965 and has received grants as a Hispanic-serving institution under the Department’s Office of Postsecondary Education (Minority Institutions, n. d.).

Las Competencias del Docente para Dictar Cursos en Línea en una Institución de Educación Superior en Puerto Rico.


Dra. Alma I. Ríos Steiner

Catedrática Auxiliar,  Estudios a Distancia

Universidad Interamericana de Puerto Rico, Recinto de Ponce


Las Competencias del Docente para Dictar Cursos en Línea



El propósito de este estudio cuantitativo fue determinar las competencias del docente en línea en una institución de educación superior ubicada en Puerto Rico desde la perspectiva del docente y del estudiante. Durante el año académico 2015-2016, en la se aplicó un cuestionario a los docentes para determinar sus necesidades en cuanto a formación en pedagogía virtual; más del 65% señaló que deseaba recibir capacitación en herramientas tecnológicas. En consecuencia, resalta la importancia y necesidad de formación de los docentes en línea para ofrecer una instrucción de calidad.


Palabras Claves: Andragogía, Competencias, Competencias del docente virtual, Educación en línea, Educación superior.

Article: Setting Students Up for Life Long Success through Innovative Summer Bridge Programs and First Year Seminars


Nancy Velázquez-Torres, PhD

John Jay College of Criminal Justice of the City University of New York (CUNY)



The transition from high school to college can be a frightening and challenging experience for many students. This process can be even worse for first-generation, immigrants, English language learners and other disadvantaged groups. To ease the transition and reduce attrition, higher education institutions have developed a variety of summer bridge programs and first-year seminar models.  Although both interventions have been widely promoted, not many studies have focused on the impact of a combined summer bridge program and a first-year seminar on the same group of students. This paper will describe John Jay College’s Search for Education, Elevation and Knowledge (SEEK) innovative summer bridge program and first year seminar course and how they have increased first year student retention and success.


According to research, some of the major barriers to college success for at risk populations are lack of self-confidence, inappropriate expectations or knowledge about college environment, lack of connection to the college community or external community, lack of early validation within the college environment, family members who do not understand the goals of college and not involving faculty in summer bridge and the transition process (Kezar, 2000).

For decades summer bridge programs and first year seminar courses have been designed by many higher education institutions to assist incoming college students’ transition to college, mitigate the sense of fear of the unknown, increase persistence and address some of the other barriers to college success (Sabian, 2014). Recognizing that college completion remains a challenge, it is, therefore, imperative for these programs to be evaluated to determine their effectiveness in contributing to the success of at-risk student subgroups (Swanson, Vaughan, & Wilkinson, 2017; Douglas and Attewell, 2014).

An Online Tutorial in Support of English Language Learners.

Author: Prof. Minerva Santos

Associate Professor

Institution: Eugenio María de Hostos Community College of the City University of New York (CUNY)


An Online Tutorial in Support of English Language Learners



This paper describes the design and implications of a content-based, interactive, online tutorial aimed at  supporting  English language learners (ELL) who are navigating both improving their language skills in an English as a Second Language (ESL) program and gaining content knowledge in an introductory discipline-specific course. It describes the tutorial and demonstrates how it is supported by language learning best practices; it also discusses the limitations of the tutorial and provides suggestions for the improvement of its framework and usage.


Keywords: Online Tutorial, English Language Learners, Content-based Instruction, Higher Education

Características, preferencias e intereses de los estudiantes a distancia: Años 2013-2016.

Author: Marcos Torres-Nazario, Ed.D. IR Certificate

Full professor

Distance Education Department

Inter-American University of Puerto Rico-Ponce Campus



Características, preferencias e intereses de los estudiantes a distancia: Años 2013-2016




Este artículo resume las características demográficas, preferencias de estudio, los aspectos positivos y negativos de estudiar, de los estudiantes totalmente a distancia del Recinto de Ponce de la Universidad Interamericana de Puerto Rico (UIPR). Este resumen compara las respuestas de estudiantes a distancia de esta unidad del sistema UIPR desde el estudio de otoño 2013 hasta el otoño de 2016. Los hallazgos revelan que los estudiantes totalmente a distancia son estudiantes adultos que en su mayoría son del género femenino, que poseen experiencia universitaria previa, además de que estudian a tiempo completo un grado universitario, principalmente en el campo de la Administración de Empresas. Asimismo, se mantiene la tendencia de que entre un 6-8% de los estudiantes a distancia son de origen latinoamericano.  En estos cuatro años, no se observan diferencias importantes en las razones y motivaciones que estos estudiantes tuvieron para realizar estudios universitarios a distancia, así como los aspectos positivos o negativos de estudiar por esta modalidad o en el uso de las redes sociales, entre otros.


 Palabras clave: Perfil de estudiantes a distancia, estudiantes totalmente en línea, estudios a distancia, online students profile, aspectos positivos y negativos de estudiar a distancia

Desarrollo de Competencias Profesionales sobre Simulación Virtual en el Profesorado de Enfermería.

Author: Dr. Carmen Irene Díaz

Assistant Professor

Celia Guzman School of Nursing

Medical Sciences Campus, University of Puerto Rico


Desarrollo de Competencias Profesionales Sobre Simulación Virtual en el

Profesorado de Enfermería


Resumen: Para que el uso de la simulación virtual sea efectivo y alcanzar los objetivos de aprendizaje los docentes requieren conocimientos y destrezas en tecnología. El marco teórico de novicio a experto de Patricia Benner puede ser utilizado para adiestrar a los docentes porque comienzan en la categoría de novicios cuando aprenden como enseñar usando la simulación. A través de la aplicación de un estudio de investigación de diseño mixto transformativo concurrente (DISTRAC), se pretende conocer las competencias tecnológicas de los docentes de enfermería de una universidad en Puerto Rico y como desean ser adiestrados. El análisis de los datos y los resultados muestran las competencias requeridas por el docente y cuáles son sus preferencias en los estilos de aprendizaje. Los resultados presentan como la Escala de Benner ayuda en la clasificación según sus competencias y permite visualizar como aumenta en clasificación según va desarrollando las destrezas de la competencia


Palabras claves: desarrollo profesional, competencia profesional, enseñanza, aprendizaje, ambientes de aprendizaje, simulación virtual, enseñanza en enfermería, online

Efecto del Aula Invertida como Estrategia Didáctica en el Rendimiento Académico.

Autora: Prof. Carolina Schmeisser

Facultad de Educación

Universidad Internacional Iberoamericana (UNINI)

Co autor: Dr. José Medina- Talavera


Este proyecto ha sido financiado por el propio autor

La correspondencia relacionada con este proyecto  debe ser dirigida a Dr. José Medina- Talavera

Universidad Internacional Iberoamericana (UNINI)

Ave. José A. Cedeño, # 521, Arecibo, PR 00612



Efecto del Aula Invertida como Estrategia Didáctica en el Rendimiento Académico


En los últimos años, con el avance tecnológico, se han experimentado cambios trascendentales en la educación, donde el docente poco a poco ha ido adaptándose a nuevos desafíos de enseñanza, con ello ha tenido que aprender a implementar nuevas técnicas de enseñanza-aprendizaje tecnológicas como el uso de PowerPoint, videos, proyectores, programas computacionales, entre otros. Sin embargo, estos elementos no han sido suficientes para evitar la falta de motivación y el déficit de atención en los estudiantes, lo cual representa una gran preocupación entre los docentes de hoy en día.

El  objetivo de esta  investigación ha sido evaluar y analizar la significancia e impacto en el rendimiento académico por medio de la nueva implementación de metodología didáctica llamada Aula invertida en las asignaturas de español, inglés y matemáticas dirigidas en un colegio de enseñanza superior en Los Ángeles, California.

De acuerdo a los resultados, el estudio fue orientado principalmente a conocimientos de recursos virtuales de aprendizaje y a los nuevos mecanismos de las tecnologías de la Información y Comunicación (TIC).  La medición de los resultados fueron diseñados por medio del sistema de análisis estadístico de t de student y alpha de Cronbach para una mayor fiabilidad.

Flourishing in a New Country: Resiliency among Dominican English Language Learners at Bronx Community College.

  Author: Nelson A. Reynoso, Ph.D

Associate Professor, Departments of Social Sciences, Psychology Division
Institution: Bronx Community College of the City University of New York (CUNY)

Flourishing in a New Country: Resiliency among Dominican English Language Learners at Bronx Community College

The present research studies two Dominican English language learners going to Bronx Community College utilizing internal and environmental advantages to overcome language, immigration, academic, and personal challenges.  Through the methodology of oral history, the anecdotes of two Dominican Republic residents who are English language learners were documented and examined.  The results show the participants’ experience of the following challenges:  separation from family, issues while learning English, and financial challenges. Despite the overwhelming number of barriers experienced by the participants, they graduated from Bronx Community College and faced setbacks by using the following resiliency strategies: psychological strength to effectively deal with the challenges, seeking support from family and friends, establishing understanding relationships with the faculty and staff, and working on a bi-cultural ethnic identity.

Online Learning for Higher Education to Enhance Access, Student Experiences, and Course Outcomes

Author: Dr. Monika Sikand

Department of Engineering, Physics & Technology

2155 University Avenue, Bronx Community College, City University of New York

Bronx, New York 10453-2804


Online Learning for Higher Education to Enhance Access, Student Experiences, and Course Outcomes


This paper presents a pedagogical approach and assessment of student performance in a Stellar Astronomy course taught in an online class section and a traditional class section at the Bronx Community College of the City University of New York. The two-year Associate in Arts and Sciences degree program at Bronx Community College offers an astronomy course to fulfill the core science course requirement. The use of an online learning environment in Astronomy for the core science course requirement offers many advantages for students, especially for working students, to enhance their science learning experience. The use of smart technology for a quicker assessment of students’ performances in promptly graded weekly submissions and access to technology-rich Smartwork Astro tours, Astro dictionary, and Nebraska simulations overcomes the various pedagogical challenges of face-to-face classroom settings. Access to online learning allows more students to be reached within a limited time as well as the maintenance of detailed records of student interactions, weekly submissions, and the comprehensive assessment of student performance. Online learning access for a core science course requirement in undergraduate education mitigates barriers to higher education, encourages student-centered learning, and advances teaching in the digital age of the 21st century.


Keywords: online learning, pedagogy, assessment

Promoting Academic Success through Resilience and Hardiness.

Author: Jody Resko, Ph.D.

Clinical Associate Professor, Ferkauf Graduate School of Psychology

& Adjunct Assistant Professor

Institution: Queensborough Community College of the City University of New York (CUNY)


Promoting Academic Success through Resilience and Hardiness


There is no doubt that life itself is ever-changing.  In fact, we are changing from the minute we are conceived.  Some of this is part of our natural maturation process – or the unfolding of developmental changes across our lifespan.  Life events and situations can also force us to change and, at times, can be stressful.  Researchers have identified characteristics related to our personality that indicate how well we adapt – or don’t – to these changes.  Studies on resiliency and hardiness (Bonnano, 2004; Maddi, 2002) have shown that those individuals high in resilience or hardiness are better equipped to handle this stress.  Furthermore, some individuals have been shown to thrive under stressful circumstances.

College life includes academic, financial, and social demands which can place excessive stress on students.  Some students may lack the coping or problem solving skills necessary to meet these new demands.  Students who have a hard time coping may be at risk for academic failure and drop-out.  According to Fentress & Collopy (2011), one contributing factor can be a low academic self-efficacy (i.e., their perceptions of their own academic ability).  They found that higher dropout rates of first generation college students may be linked to low academic self-efficacy, whereas high self-efficacy may be linked to high retention and resiliency.  Maddi (2002) also found that academic success was related to a construct he called hardiness.