Este estudio examinó las prácticas de assessment y evaluación en cursos que se ofrecen en la modalidad en línea en una institución de educación postsecundaria. El propósito de esta fue determinar si los principios que dirigen el assessment en educación a distancia son utilizados por los diseñadores y profesores de cursos que se ofrecen en esta modalidad. Para esta investigación mixta, de alcance exploratorio descriptivo, se utilizaron fuentes de información primarias y secundarias. Las fuentes primarias fueron las grabaciones y resúmenes de las entrevistas a profesores que ofrecían cursos en línea, y el proceso de observación de los cursos incluidos en el estudio. En la observación se pudo analizar y cuantificar el uso de herramientas de evaluación y assessment, en las categorías de tradicional y no tradicional y el tipo de técnicas de assessment utilizadas por los profesores, así como la cantidad de estas. Las fuentes secundarias fueron la documentación recopilada durante el estudio.
En conclusión, la institución bajo estudio tiene el potencial de convertirse en líder en cuanto a los procesos de assessment y evaluación de programas a distancia. Para el logro de esto, la Institución deberá fundamentar la calidad de sus programas en línea en un modelo basado en el logro del aprendizaje. Una contribución de este estudio es la presentación a la Institución de un modelo de assessment de programas en línea, basado en las mejores prácticas de educación a distancia. El modelo podrá ser utilizado por los diseñadores de cursos en línea y el personal a cargo de esta gestión.
Identificadores
“assessment”, “cursos en línea”, “educación a distancia”, “programas a distancia”
El ser humano es un caminante obligado inmerso en una sociedad cambiante; cambia el clima, cambian las ciudades, cambian las organizaciones, cambian las personas, cambia la mentalidad, cambian las ideas, cambia la cultura, cambia la educación, cambia el lenguaje, cambia el discurso, cambia la predicación, cambia la tecnología y cambia la vida.
Hoy, el ser humano está inmerso en una sociedad repentinamente trastornada, forzada a un cambio abrupto por causa de un virus*.
*En los estudios de microbiología se aprende que un virus no es un microorganismo, sino un complejo bioquímico formado por una capsula de proteína que encierra en su núcleo un genoma de un ácido nucleico (ARN o ADN) y depende de las células vivas de otros organismos para replicarse, como bien lo confirma la Dra. Sanchari Sinha Dutta, Ph.D. (2018).
Es asombroso que un nanométrico e inerte complejo químico, ha producido un cambio en el estilo de vida del ser humano en todo el mundo. Como bien lo documenta Riaño (2020), otros tipos de virus identificados en generaciones anteriores hicieron lo propio durante los siglos VI, XIV y XIX. La peste bubónica que en Europa borró al 50% de la población, solo entre 1346 y 1353, afectó directamente a Martin Lutero hacia el 1527, cambiándole radicalmente su agitado oficio como escritor, como estudioso de las Sagradas Escrituras, y como el arquitecto de la reforma protestante de la iglesia (Riaño-Bite, 2020).
Este es solo un hecho en el amplio contexto histórico, pero en el presente, la humanidad tiene un enemigo común, que, de una parte, está provocando efectos devastadores, pero, por el otro, algo bueno y constructivo.
Based on the response for the need to engage students in developmental reading, the purpose of this study was to examine whether a hybrid method of instruction has an impact on student reading achievement. To measure reading achievement, quantitative data in the form of student grades on end of the semester exit exams was collected. Data was analyzed using dependent-samples paired t-test and the results indicated a significant impact on reading achievement: t=.360, p=0.011. Future research is needed to determine the impact of the hybrid method of instruction on developmental reading students in differing socioeconomic backgrounds and geographic locations.
Education emerged out of the necessity different countries had for better-prepared workers. Well-educated citizens are responsible for taking the best measures for society’s social, financial, and political development (Claudio, 2002). Nevertheless, higher education institutions confront the problem of retaining students and helping them finish their academic degrees. This led me to research the role educational institutions have in retaining students and what should professors do at Bronx Community College (BCC) and other institutions.
Objectives:
Present academic offering factors related to the pedagogic process and social demands which can affect the retention of students in universities and Bronx Community College.
Present strategies that can help with social demands and academic offering factors which influence the retention of students in universities and Bronx Community College.
Promote strategies recommended by some retention models (Tinto, 1975, 1987; Bean and Metzner, 1986; Pascarella, 1991) and research showing the effectiveness of those strategies in retaining university students.
All the suggested strategies in this article can be used as reference so higher education institutions can fulfil their commitment to the teaching process and to society and students do not abandon their studies. These practices can be applied at colleges, universities, or they may be substituted according to the educational policies of different countries. However, while higher education institutions have worked hard to retain more students through different strategies, there are always students who do not finish their studies.
By: Carlos Crespo, Executive Director, COBIMET, Inc.
Abstract
This research article will discuss a collaboration strategy used between eight postsecondary institutions in Puerto Rico which are part of the library consortia COBIMET. COBIMET is a non-profit organization that works collaboratively with its members to improve virtual library services and information skills in the digital era. The development of collaboration strategies for information sharing through interlibrary loans (ILL) services have become an important service to reduce the gap of information needed by researchers or scholars. These institutions implemented an automated online interlibrary loan system that was integrated to their electronic resources discovery system. The aim of this collaborative agreement was to reduce request time and to provide access to more information resources in a cost-effective manner. The article will present the rationale on implementing an automated ILL Request Process and project experiences.
Resumen: Este artículo describe el proceso de traducción y validación del cuestionario “Student Expectations of Online Learning Survey” (SEOLS), así como su administración a todo el estudiantado sub-graduado (ie. pregrado) matriculado totalmente en línea en la Universidad Interamericana de Puerto Rico, Recinto de Ponce (UIPR-Ponce). Esta investigación cuantitativa-descriptiva fue realizada durante el semestre de primavera de 2017 y contó con una muestra aleatoria de 225 participantes, que completaron el cuestionario SEOLS en línea. Los hallazgos revelan que el estudiantado en línea tiene un alto dominio de la tecnología y del manejo del sistema o la plataforma educativa que se utiliza para la entrega o “course delivery”. Además, tiene altas expectativas sobre todo lo relacionado con la navegación en los cursos en línea y el profesorado que ofrecen estos cursos. Las dimensiones relacionadas con el contenido de los cursos y la interacción social en los cursos en línea recibieron las puntuaciones más bajas. Se concluye que, para esta población universitaria, SEOLS es un instrumento válido y confiable. Además, que los alumnos totalmente a distancia poseen niveles de expectativas variadas para cada una de las dimensiones descritas en SEOLS. Los resultados de esta investigación pueden ser de utilidad en el diseño y revisión de cursos, así como en la capacitación del profesorado que ofrece cursos en línea.
Palabras clave: educación en línea, formación a distancia, aprendizaje en línea.
Abstract: This article describes the process of translation and validation of the “Student Expectations of Online Learning Survey” questionnaire (SEOLS), as well as its administration to all fully online undergraduate students at the Inter-American University of Puerto Rico, Ponce Campus (UIPR-Ponce). This quantitative-descriptive research was conducted during the spring semester of 2017 with a random sample of 225 participants, who completed online SEOLS questionnaire. The findings reveal that the online student body has a high mastery of the technology and the management of the system or platform used for the course delivery. In addition, it has high expectations about everything related to navigation in the online courses and teaching staff offered by these courses. The dimensions related to the content of the courses and the social interaction in the online courses received the lowest scores. In conclusion, for this university population, SEOLS is a valid and reliable instrument. In addition, that distance education students have varied levels of expectations for each of the dimensions described in SEOLS. The results of this research can be useful in the design and review of courses, as well as in the training of teachers who offer online courses.
The correct use of units of measure is a critical and fundamental skill that is often taken for granted. The fact that units are taught in high school leads to the expectation that university freshmen master these skills. Unfortunately, faculty often observe that students struggle with units. Although the literature is limited on the nature and extent of students’ struggles with units, it is shown that all of it, without exception, points to a pervasive problem in STEM programs. This paper contributes to the literature by exploring the evolution in the performance of N=21 senior mechanical engineering students enrolled during the Fall 2019 semester in a 3-credit-hour, required course that prepares them for the NCEES Fundamentals of Engineering (FE) Exam. Students were given a unit-conversion quiz at the beginning each class session. It was corrected on the spot, with a score of either 1 or 0, followed by a discussion of the quiz. A score of 1 required a perfect solution. The performance on each quiz guided the decision on the content of future quizzes. The results show that 15 quizzes were required to get 100% of the students to push through their difficulties and achieve expertise. The paper includes the content of the quizzes, the solutions, the aggregated results for each quiz, and the nature of the mistakes. It also includes an algorithm to conduct unit conversions and a visualization scheme to use tables of unit conversions and tables of metric prefixes that were developed during the project. These greatly assisted students in overcoming their difficulties. The experiment was repeated the following semester (Spring 2020, N=27) to test the effectiveness of an algorithm and visualization scheme developed by the author during the Fall 2019 semester. The time to achieve expertise was reduced to one third (5 quizzes vs 15 for the original group), thus confirming its merit. Part of the discussion section focuses on the benefit of the Scholarship of Teaching and Learning (SoTL) movement, of which this paper is an example, and its use in the ABET-required processes of outcomes assessment and continuous improvement. The paper also includes suggestions for further research.
By: Prof. Rob McAlear,
Assistant Professor, English Department, Queensborough Community College of the City University of New York (CUNY)
Abstract
This article shares the design considerations, implications, and data analysis of an MLA citation online module created using Softchalk e-learning software. Based on research on how to best meet the needs of the diverse, multilingual, and English language learner students at the author’s college, key to the module’s design was using a “flipped” approach, ease of use for students as well as faculty, multiple types of review activities, and a positive rhetorical frame of participation in a scholarly community. Statistical analysis of data collected showed the module to be effective, especially for students who knew little about MLA citation to begin with and implies that such modules may help to close gaps in student knowledge created by cultural and linguistic bias.
Introduction
In the digital age, information literacy has become crucial to both academic and workplace success (Rockman, 2003). Information literacy has been found to be positively correlated with behaviors associated with academic success such as problem solving, collaboration, and thinking critically (Gratch-Lindauer, 2007), and information literacy instruction is correlated with higher student retention and GPA (Blake et al., 2017). Moreover, research has also shown that even though information literacy can look quite different in the workplace than the classroom, employers value employees with information literacy skills (Conley & Gil, 2011; Sokoloff, 2012). In fact, information literacy is such a vital skill for students’ academic and workplace success that some researchers have called it a “new liberal art” (Shapiro & Hughes, 1996).
Author Note: Sherese Mitchell, Ed.D is associate professor in Education Department at Hostos Community College, The City University of New York. She has no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Sherese Mitchell, Ed.D. at smitchell@hostos.cuny.edu
The Evolution of Lesson Plans in a Hybrid Course: Flipping the Classroom and Engaging Students Through iPads and YouTube Videos
Abstract
Instruction must include rigorous engagement in an online course. The increased popularity and use of social media tools have compelled instructors to incorporate them into instruction and learning. Due to many students using these tools, and, more specifically, YouTube, to interact and communicate with their friends, it can be an efficient way to unite students and instructors in higher education. This paper describes the design and implementation of lesson plans utilizing ipads, YouTube and peer discussions. Ultimately it is up to the professor to gauge, monitor and adjust instruction accordingly for the benefit of the students. Students can benefit from the strategy by having support throughout the process.
Abass Abdullahi, Ph.D. Professor Department of Biological Sciences Bronx Community College of the City University of New York
Dr. Abass Abdullahi has a background in Biochemistry and Molecular Biology, where he has mainly worked on carbohydrate metabolism and related gene expression under changing environmental conditions using various models like diatoms, bacteria and recently yeasts (Pichia pastoris). He has successfully obtained PSC CUNY and CUNY Collaborative grants and a recent US patent through CUNY’s research foundation. This was on collaborative work with City College related to the “Purification of Recombinant Human α-Galactosidase A with C-terminal Truncation with Increased Activity”. Dr. Abdullahi has also helped design Bronx Community College of CUNY’s Biotechnology program, which he coordinated until recently and still teaches in the program on a course in Cell and Molecular Biology. Dr. Abdullahi also has interests in pedagogical research including distance learning, assessment, teaching with technology and other innovative teaching strategies. He has been involved in departmental assessment for one of the largest courses, Anatomy and Physiology I and II, for a very long time and still serves as one of the coordinators for A&P. He has published and presented widely in the region and nationally as well as help mentor a number of students and junior faculty.
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.
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. Dr. Morales 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 recently served as Dean of Academic and Student Affairs at Humacao Community College in Puerto Rico, where she also offered online courses at university level at the Master’s and PhD level.
Exi Resto de León has a Bachelor of Arts degree with a concentration in Social Work and a minor degree in Psychology from the Ana G. Méndez University System in Cupey, Puerto Rico. Later I completed my master’s degree in the Justice Systems Program with a specialty in Human Rights and Anti-Discrimination Processes from the University of the Sacred Heart (USC) in San Juan, Puerto Rico. For the year two thousand and sixteen I presented my first publication entitled Dominican Women of San Juan de Puerto Rico and health services; Inequity and Diversity. I have been an advisor to master’s students at the University of the Sacred Heart in the preparation of their thesis projects. I am currently pursuing doctoral studies in educational leadership at Keiser University.
Angélica M. Vega de Jesús holds a Bachelor’s degree from the University of Puerto Rico, Río Piedras Campus in Arts Secondary Education, a Master Degree in Science of Environmental Management with a concentration in Environmental Assessment and Risk Management from Metropolitan University of Puerto Rico (Ana G. Méndez).
Angélica M. Vega de Jesús works as a high school teacher in the public system of the Puerto Rico Department of Education. She has taught science courses such as biology, earth sciences, chemistry, environmental sciences and physics. She is also working as a biology teacher in the Ramón Quiñones Medina High School in Yabucoa, Puerto Rico.
Article 3: Evaluación de un curso en línea de Matemática Remedial
Dr. Liana I. Gutiérrez Moreno Institute of Statistics and Computerized Information Systems
College of Business Administration
University of Puerto Rico
Dr. Gutiérrez Moreno is a professor of the College of Business Administration of the University of Puerto Rico, Río Piedras Campus. 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. With over 15 years of experience in higher education, she worked on various professional development projects for teachers and as designer of online Mathematics modules. Her areas of interest are online education, program evaluation, finite element method, numerical analysis and numerical linear algebra.
Article 4: Impacts Pre-Freshman Immersion Summer Programs have on STEM undergraduate minority students in a Hispanic Serving Institution: An Exploratory Design
Carmen Peraza González Professor
Universidad Ana G. Méndez-Carolina Educational Researcher of HSI STEM Title III Program
Dr. Carmen Peraza is a Professor at Universidad Ana G. Méndez Carolina Campus, with over 30 years of experience. She has a PhD in Educational Research, a MA in Education, and a BA in Math Education. Dr. Peraza has published in topic areas such as research methodology, math phobia, and transdisciplinary approaches. She is also the author of various books including a Practical Guide for Action Research, which has been adopted by the Puerto Rico Department of Education. In addition, she did the technical revision of the Spanish version of the well-known Mathematical ideas book by Charles D. Miller et al. Currently, Dr. Peraza is an active member of the Association of Math Teachers of PR and the Puerto Rican Union of Qualitative Research, and serves as peer-reviewed for various Latin-American journals. She was the PI of a Department of Education Title V proposal for the Integration of Math and Geography and is currently serving as the Educational Researcher in the DE HSI-STEM Title III proposal Competency Development Approaches: Increasing STEM Awareness and Retention to Narrow the Achievement Gap of Hispanic Students awarded to UNE.
Dr. Marielis E. Rivera Ruiz (Corresponding author) Dean School of Science and Technology Director of HSI STEM Title III Program Universidad Ana G. Méndez-Carolina
Dr. Marielis Rivera is the Dean of the School at the of Science and Technology of Universidad Ana G. Méndez Carolina Campus. She holds a Ph.D. in Biochemistry and postdoctoral experience in Pharmacology from the University of Puerto Rico Medical Sciences Campus. Currently is the principal investigator of the DE Title III HSI-STEM program Competency Development Approaches: Increasing STEM Awareness and Retention to Narrow the Achievement Gap of Hispanic Students and oversees the implementation of other programs funded by DE-MSIEP, NIH-RISE, and USDA-WAMS. Dr. Rivera has published in topic areas such as post transcriptional regulation, antifungal drugs, electrical remodeling in the heart and learning strategies in STEM education.
Dr. Nilda G. Medina Associate Professor
Universidad Ana G. Méndez-Carolina
Dr. Nilda G. Medina is an Associate Professor at the School of Social and Human Sciences of Universidad Ana G. Méndez (UAGM), Carolina. She holds a PhD in Academic-Research Psychology from the University of Puerto Rico, Rio Piedras Campus and a Master Degree in General Psychology from New York University (NYU). From 2011 to 2015 she was a Research Professor in UAGM’s Project VIAS-RIMI and is currently Principal Investigator of several research projects, including Project ECO-RED (Effects of air pollutants on respiratory health and cognition of Puerto Rican children – R15MD010201), funded by the National Institute of Minority Health and Health Disparities (NIMHD) of the National Institutes of Health (NIH). Dr. Medina has several publications in professional journals such as Progress in Community Health Partnerships: Research, Education, and Action (John Hopkins University Press), the Puerto Rican Journal of Psychology, among others. In addition, she has participated as a speaker in academic and professional forums sponsored by the Inter-American Psychological Society, the American Psychological Association, the National Association of School Psychology and the Puerto Rico Psychology Association, among others. Likewise, she has worked as a school psychologist in the public and private sector. Her research interests include neurocognitive development, language development, learning disabilities, school violence and school climate.
Wined Ramirez Lopez Scientific Writing Specialist
Universidad Ana G. Méndez-Carolina
Mrs. Wined Ramirez-Lopez holds a master’s degree in Public Health from the University of Puerto Rico-Medical School. She is currently the Scientific Writing Specialist for the Universidad Ana G. Mendez- Carolina Campus School of Science and Technology. Her task is to assist students with developing scientific writing, among others. Before becoming a Scientific Writer, she was a Research Assistant at the Center for Public Health Preparedness. There she was tasked with the Hazard Vulnerability Analysis and Risk Assessment of the Health Care System in Puerto Rico. Mrs. Ramirez-Lopez’s research experience consists of evaluating the implementation of a sanitary system in a developing community in Haiti and the effects that antibiotic Monensin has on soil bacteria.
Dr. Frances N. Lugo- Alvarado Auxiliary Director School of Science and Technology
Universidad Ana G. Méndez- Carolina Campus
Dr. Frances Lugo is currently the Program Director for the School of Science and Technology at Universidad Ana G. Mendez- Carolina Campus. Her task is to work alongside the School faculty to develop and implement educational strategies to improve students learning. Before becoming the program director for that university, she was the curriculum specialist. As a specialist, her role was to create activities for the development of competency as well as develop the pre-immersion program named “BootCamp,” and biweekly seminars. Dr. Lugo’s research experience consists of studying the synthesis of materials that can absorb greenhouse gases as well as determining heavy metal algae bioabsorption, and concentration of heavy metals in Puerto Rico freshwater.
Saraí Torres Ruíz
Internal Evaluator
Youth Educational Success Project
Universidad Ana G. Méndez- Carolina Campus
Sarai Torres has a master’s degree in Educational Research and Evaluation from the University of Puerto Rico, Río Piedras. Obtained a bachelor’s degree in Information Systems and Accounting from the Interamerican University of P.R., Bayamón Campus. For nearly 10 years has evaluated STEM focused projects from Ana G. Méndez University, Universidad del Sagrado Corazón and is currently the Internal and Data Evaluator for the Youth Educational Success Project at Global Education Exchange Opportunities. She has worked as a workshop designer focused on new technologies, use of platforms and educational applications for K-12 teachers.
Article 5: La matrícula universitaria a distancia de Puerto Rico: retos y oportunidades
Dr. Marcos Torres-Nazario Full professor Distance Education Department Inter-American University of Puerto Rico-Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.
Article 6: La presencia social de los profesores de los cursos en línea y su relación con el aprovechamiento académico y la satisfacción de los estudiantes con el curso
Peggy Y. Santiago Professor University of Puerto Rico, Bayamón Campus
Peggy Y. Santiago is professor at the University of Puerto Rico at Bayamón. Her master’s degree in Business Education and doctoral degree in Education and Curriculum has enabled her to engage in the profound process of teaching and learning. She has also participated in the process of assessing students learning outcomes and program assessment as part of the accreditation process of Office System Department. She is certified as teacher by the Education Department of Puerto Rico, Microsoft User Specialist in Word and PowerPoint, and as Microsoft Certified Educator.
Under her authorship are various articles published in Revista APEC associated to distance education issues, educational philosophy, and teaching-learning assessment. Likewise, she is coauthor of two books associated with an abbreviation system as well as a productivity program. The author believes that through education the human being thinking process is constantly transformed.
Article 7: Manejo del tiempo desde la perspectiva académica, profesional y personal
Angiemarie Rivera, Ph.D Ed.D 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.
Marlie Toledo holds a Bachelor’s Degree in Biology with two Sub-Concentrations in Pre-Technology Medical and Biomedical Science from Interamerican University of Puerto Rico. Completed a Master Degree of Education in Curriculum and Teaching in Biology from the Pontifical Catholic University of Puerto Rico. Marlie Toledo has been a professor at universities such as Interamerican University of Puerto Rico and Turabo University form Puerto Rico. She has served as a Board Member of Directors at universities.
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. Dr. Morales 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 recently served as Dean of Academic and Student Affairs at Humacao Community College in Puerto Rico, where she also offered online courses at university level at the Master’s and PhD level.
Exi Resto de León has a Bachelor of Arts degree with a concentration in Social Work and a minor degree in Psychology from the Ana G. Méndez University System in Cupey, Puerto Rico. Later I completed my master’s degree in the Justice Systems Program with a specialty in Human Rights and Anti-Discrimination Processes from the University of the Sacred Heart (USC) in San Juan, Puerto Rico. For the year two thousand and sixteen I presented my first publication entitled Dominican Women of San Juan de Puerto Rico and health services; Inequity and Diversity. I have been an advisor to master’s students at the University of the Sacred Heart in the preparation of their thesis projects. I am currently pursuing doctoral studies in educational leadership at Keiser University.
Gerardo Ocaña holds a Bachelor’s degree from the Interamerican University of Puerto Rico in Arts with a concentration in Political Sciences and International Relations, a Master’s Degree in Adults Education and Training from University of Phoenix. At this moment, Gerardo is a student of the doctoral Program in Educational Leadership at Keiser University. Gerardo has been corporate trainer and instructor in some areas like banking, U.S. Federal Reserve Bank System and airline industry for the last 15 years.
Angélica M. Vega de Jesús holds a Bachelor’s degree from the University of Puerto Rico, Río Piedras Campus in Arts Secondary Education, a Master Degree in Science of Environmental Management with a concentration in Environmental Assessment and Risk Management from Metropolitan University of Puerto Rico (Ana G. Méndez). Angélica M. Vega de Jesús works as a high school teacher in the public system of the Puerto Rico Department of Education. She has taught science courses such as biology, earth sciences, chemistry, environmental sciences and physics. She is also working as a biology teacher in the Ramón Quiñones Medina High School in Yabucoa, Puerto Rico.
Noelia Rodriguez holds a Bachelor’s Degree from the Pontifical Catholic University of Puerto Rico in Science of General Elementary Education, a Master’s Degree in Business Administration from University of Phoenix and actually is a candidate student of a Doctorate Degree in Philosophy in Leadership of Education at Keiser University. Noelia Rodriguez has worked as a Customer Service Supervisor in NeoDeck Corp. in Ponce, Puerto Rico. She also has served as a Case Management Counselor at Augusta Correctional Center in Craigsville, Virginia and she is currently working as an Elementary Dual Language Teacher in Harrisonburg City Public Schools
Elizabeth Díaz Rodriguez EdD, MCE Ana G. Méndez University, Puerto Rico
Dr. Elizabeth Díaz Rodriguez has had the privilege of teaching, mentoring students and teachers, and participating in community-based education in Puerto Rico. She has served as schoolteacher for elementary through high school for 30 years. Her areas of expertise include curriculum development, distance education, science teaching and education. With over 17 years of experience in higher education Mrs. Díaz currently teaches face to face, online and hybrid courses at the Ana G. Méndez University of Puerto Rico. In addition, has certifications in Distance learning, Construction of Virtual Environments, Microsoft Educator, Cybercrime, Designer modules and IRB, RCR, HIPS. She achieved her Bachelor’s Degree in Teaching in Biology Education from the Rio Piedras University Campus, of the University of Puerto Rico, a Master Degree in Science Education from the Cambridge College and a Doctorate in Curriculum and Teaching. She has been editor of the educational journal Conectate AHORA and has written some articles.
Article 9: Reframing the Narrative of Hispanic Student Success: From Pipelines to
Ecosystems
Jeanette Morales Director for PK-Initiatives Hispanic Association of Colleges and Universities (HACU)
Jeanette Morales is the director for PK-12 initiatives for the Hispanic Association of Colleges and Universities. She joined HACU in August 2006. In this position, she works with school districts to better serve their Hispanic populations and help increase the number of Hispanics in post-secondary education. Among the programs she coordinates are professional development programs for high school counselors and university tours for middle and high students. She serves as a liaison to help bridge the gap between school districts and institutions of higher education. Morales has more than 25 years’ experience working with first-generation, minority students. Her prior experience includes working at the Center for Health Policy Development. She helped launch the Upward Bound Math & Science program at University of Texas at San Antonio working with students from South Texas. At Communities in Schools of San Antonio, she worked with Upward Bound and Educational Talent Search programs assisting middle and high school students from rural communities develop their skills for post-secondary success. She created a grade specific curriculum to help students navigate their way through the college admission and financial aid processes. Morales was born and raised in San Antonio, Texas. She earned a bachelor’s from St. Mary’s University and a master’s from the University of Texas at San Antonio where she is currently enrolled as a doctoral candidate in Educational Leadership and Policy Studies.
David Ortiz
Senior Vice President/Chief Operating Officer
Hispanic Association of Colleges and Universities (HACU)
David A. Ortiz, Ph.D., senior vice president and chief operating officer for HACU, previously served as the executive director for policy analysis and information at HACU. Before joining HACU, he oversaw a 2.5 million-dollar Title V federal grant at the University of the Incarnate Word, and has served in various faculty and administrative roles at Indiana University, Baylor University, Oklahoma State University, and Concordia University. His research and work on Hispanic higher education has been recognized by the White House Initiative on Education Excellence for Hispanics, Texas Association of College and University Student Personnel Administrators, National Orientation Directors Association, National College Learning Center Association, National Association of Latino Fraternal Organizations, and the Association of Fraternity Advisors. Ortiz has served as the vice president of the Alliance of Hispanic Serving Institution Educators, executive council member of ACPA/College Student Educators International, national executive deputy of Chi Alpha Epsilon Honor Society, and national president of Omega Delta Phi, Fraternity, Inc. He earned his doctorate from Indiana University Bloomington and has a master’s and bachelor’s from Texas A&M University, College Station.
Article 10: Re-Imagining Strategic Enrollment Management in Higher Education
Alicia B. Harvey-Smith, Ph.D. President/CEO
Pittsburgh Technical College
With nearly three decades of experience in academic leadership Dr. Harvey- Smith is a learning-centered educator with extensive experience in leadership, strategic planning, enrollment management, government and corporate partnerships, and student achievement. Dr. Harvey-Smith earned a Ph.D. from the University of Maryland; Master of Science degree from The Johns Hopkins University; Bachelor of Science degree from Morgan State University, and a Certificate of Completion from Harvard University’s Graduate School of Education Seminars for Presidential Leadership. Her presidential peers elected her to the Board of Directors of the American Association of Community Colleges, and she served on the Association’s Executive Board.
Contact information:
Pittsburg Technical College
Address: 1111 Mckee Road, Oakdale, PA 15071
Phone: (412) 809-5100
Article 11: The Impact of Blended Learning on Retention, Performance and Persistence in an Allied Health Gateway Lab/Lecture Course in an Urban Community College
Carlos Liachovitzky Lecturer Department of Biological Sciences
Bronx Community College of the City University of New York
Carlos Liachovitzky is a faculty mentor in the Online Course Development program at the Center for Teaching, Learning, and Technology at Bronx Community College of The City University of New York. He teaches face-to-face and blended courses in the Department of Biology, and coordinates Anatomy and Physiology, an Allied Health professions gateway course. Carlos has been following the Open Educational Resources movement for a while, and has published an OER Anatomy and Physiology Preparatory textbook (https://academicworks.cuny.edu/bx_oers/1/). He received his Master’s degrees from Stony Brook University and Fordham University, and his Licenciatura from University of Buenos Aires, Argentina.
Contact information:
Email: Carlos.Liachovitzky@bcc.cuny.edu
Address: Bronx Community College of the City University of New York
2155 University Avenue, Bronx, New York, 10453
Alexander Wolf Associate Professor
Department of Biological Sciences
Bronx Community College of the City University of New York
Wolf holds a PhD in Developmental Biology from the University of Chicago. In my more than 10 years of teaching at the community college level, I have instructed numerous sections of Anatomy and Physiology, as well as Microbiology, for Allied Health majors. I also have extensive experience conducting pedagogical research, including studies on the use of active learning in the classroom, the use of the flipped model, on effective methods for teaching evolution in a General Biology classroom, and on framing a General Biology course using the threshold concepts model.
Contact information:
Email: Alexander.Wolf@bcc.cuny.edu
Address: Bronx Community College of the City University of New York
2155 University Avenue, Bronx, New York, 10453
Article 12: Using Hispanic Memoirs to Create a Culturally Sustaining Common Read Program
Beth Counihan, Ph.D. Associate Professor, Department of English Queensborough Community College-CUNY
Beth Counihan is an Associate Professor and the Co-Deputy Chair of 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. She has been teaching at Queensborough since Fall 2001 and 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 collection What is College Reading?
Robin R. Ford Assistant Professor of English
Queensborough Community College
City University of New York
Robin R. Ford (Ph.D. New York University) is an Assistant Professor of English at Queensborough Community College, City University of New York. A queer, black, woman, whose scholarship is both academic and personal, her focuses include the use of graphic genre works to teach critical literacy, intersectionality of race, gender and sexuality, social justice, and critical interrogation of the spaces we occupy. She has presented scholarship on race and space, popular culture, and the creation of identity through literacy at AERA, PAMLA and CCCC conferences. She has been published in Salon.com, the Kenyon Review, The Conversant, and appeared on NPR’s “On Point, with Tom Ashbrook.” Her work can be found on www.robinrford.wordpress.com.
Article 13: Utilizing Simulation to Foster Nursing Skills in a Cohort of Community College Students
Ronette A. Shaw, MSN, FNP, R.N.
(First Author)
Assistant Professor
Nursing Program, Allied Health Department
Hostos Community College of the City University of New York
Ronette Shaw is an Assistant Professor at Hostos Community College of the City University of New York (CUNY). As a member of the Allied Health department she is a faculty in the nursing department and appointed liaison to the Office of Educational Technology. Educational background includes an MSN from the College of New Rochelle where she also obtained her current license as a Family Nurse Practitioner. Currently she is teaching in the licensed practical nursing (LPN) program at Hostos Community College and enjoys introducing variations to learning into the classroom setting and capture the interest of learners. As a member of Educational Technology, the opportunity to include new and innovative technology in the classroom has been infused into her teaching instruction to meet the needs of the diverse student population as they prepare to enter into professional practice.
Dr. Elys Vasquez-Iscan
(Corresponding author)
Assistant Professor
Education Department, Health Education Unit Coordinator, Hostos Community College of the City University of New York
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 sensitivity 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.
By: Abass Abdullahi
Dept. of Biological Sciences
Bronx Community College of the City University of New York
Abstract
A decade long study was conducted on the assessment of 25 cumulative common final multiple-choice questions at the end of every semester from Spring 2008 to 2018 for both courses in the two semester Anatomy and Physiology (A&P) curriculum. The assessment design heavily involved faculty from the beginning; faculty were asked to contribute to the question pools on which the finals were based. There were slight modifications over time based on feedback from the previous semester’s assessment data, but generally the same concepts were maintained for consistency. Overall, the study revealed that A&P I students averaged 67% when all 25 questions were combined and approached the 70% benchmark that was set as a marker for student success in 17 out of the 25 concepts. This was not the case for A&P II, where the overall average was 62%, and individually students were closer to the benchmark in only 13 concepts. For both courses, we identified the 7 most difficult concepts that need better pedagogical approaches. Some of these concepts were consistently performed at or below 50%, even at their most basic difficulty level, and may thus be considered as concepts that most students couldn’t grasp at all. These later concepts included cellular metabolism, action potential and QL-protein synthesis (A&P I), as well as blood osmolarity, acid base and reproductive questions (A&P II). The information revealed by the current study is very useful in curricular redesign and challenges faculty to think of the best innovative strategies to improve student outcomes.
Por: Angiemarie Rivera Ph.D Ed.D, Brenda Morales Ph.D, Exi Resto de Leon MASJ, Angélica M. Vega MSEM
Resumen
El estudio de liderazgo y la motivación busca mejorar las actitudes de los empleados a través de la satisfacción. Es así como el líder y la motivación influye en la organización, la sensibilidad humana, la comunicación efectiva, la integridad, la confianza, la seguridad y el trabajo en equipo. Este estudio documental analiza los antecedentes de la literatura y proveyendo recomendaciones en como la motivación y el liderazgo mantiene un rol significativo con el fin de lograr resultados positivos en toda organización. Bass (1997) argumentó que el líder transformacional tiene éxito al cambiar la base motivacional del individuo desde una motivación regular hasta llevarla al compromiso. Los líderes transformacionales elevan los deseos de logros y autodesarrollos de los seguidores. Mientras que a la vez promueven el desarrollo de grupos y organizaciones. Palabras Claves. Liderazgo, motivación, sensibilidad humana, comunicación y trabajo en equipos.
Por: Dr. Liana Iveth Gutiérrez Moreno
Universidad de Puerto Rico
Recinto de Rio Piedras
Resumen
Este artículo muestra el proceso de evaluar la efectividad del curso en línea Matemática Preuniversitaria desarrollado por el Proyecto Acceso al Éxito de la Universidad de Puerto Rico. La evaluación se realizó mediante una adaptación del modelo de evaluación Contexto, Insumo, Proceso, Producto (CIPP). La pregunta general de investigación fue: ¿Cuán efectivo es el curso en línea de Matemática Preuniversitaria desarrollado por el Programa Acceso al Éxito de la Universidad de Puerto Rico? Además, por la naturaleza de esta investigación, se tuvo 21 preguntas de evaluación, que se desprenden de la pregunta general, y se distribuyen en cada tipo de evaluación del modelo aplicado. Esta investigación se desarrolló bajo el diseño de estudio de caso de tipo intrínseco.
Los hallazgos muestran que el curso es parcialmente efectivo. Además, no responde a un diseño curricular e instruccional previamente establecido. El modelo CIPP requiere que se implemente secuencialmente, cuando se aplica en la evaluación de un curso en línea, pues cada tipo de evaluación provee información relevante para la siguiente. A pesar de que el modelo sugiere, que cada tipo de evaluación es independiente.
By: Carmen Peraza González, Frances N. Lugo-Alvarado, Marielis Rivera Ruiz (Corresponding Author)
Nilda Medina-Santiago, Saraí Torres Ruíz and Wined Ramirez-López
Universidad Ana G. Méndez-Carolina Campus (Puerto Rico)
Escuela de Ciencias y Tecnología
Abstract
The School of Science and Technology (SST) of the Universidad Ana G. Mendez- Carolina Campus implemented a Pre-Freshman Summer Immersion Program known as “BootCamp” for minority STEM undergraduate students through the U.S. Department of Education. Freshman students tend to enter university without certain skills needed to succeed during their first year. The objective of the program is to reinforce quantitative reasoning, critical thinking, and scientific reasoning competencies and help students adapt to university life through self-efficacy and coping skills. To accomplish these objectives Bootcamp was organized as a two-week intervention, focusing on basic mathematical concepts that the students found difficult during their first year of undergraduate studies. Also, the program offered critical thinking development with case studies focused on science and engineering scenarios. A descriptive-exploratory design involving a sample size of 39 students from the SST was used. The results are obtained from four standardized tests and first-semester math grades. The results show that participants in the BootCamp need to reinforce quantitative reasoning skills needed by freshmen students to succeed along the path to complete studies that lead them into careers in STEM.
Por: Dr. Marcos Torres-Nazario, Profesor, Departamento de Educación a Distancia
Universidad Interamericana de Puerto Rico, Recinto de Ponce
Resumen
En este artículo se actualizan los datos de la población de estudiantes universitarios, así como aquellos que toman cursos a distancia en Puerto Rico por nivel académico y sector educativo desde el otoño de 2013 hasta 2017. Este estudio cuantitativo-descriptivo presenta los datos más recientes del alumnado total del país, proporcionando, detalles específicos sobre el nivel y el tipo de institución que ofrece cursos y programas a distancia. Los hallazgos revelan que para los años 2013-2017, hubo una reducción del 10% en la matrícula total de estudiantes universitarios del país, de los que un 20.3% tomó al menos un curso en línea. La vasta mayoría del alumnado a distancia del país, estaba matriculado en cursos de nivel subgraduado en las 37 instituciones de educación superior (IES) que ofrecen cursos y programas a distancia en Puerto Rico. Sin embargo, de continuar los patrones de reducción de población, para los años 2020-2021, habrá menos de 200 mil estudiantes universitarios en el país. Esto agudizará las presiones económicas que las IES públicas y privadas enfrentarán para mantener su operación, a la vez que mantiene viable su oferta académica. Las implicaciones de estos patrones, tanto para los individuos como para las instituciones educativas de nivel superior, son de gran envergadura. La educación a distancia representa una de las principales herramientas que tienen las IES para lidiar con esos retos.
