This material is based upon work supported by the National Science Foundation under NSF DUE- 1832528. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Correspondence concerning this article should be addressed to Felisha Herrera, PhD, Associate Professor of Postsecondary Education, College of Education, 5500 Campanile Dr, San Diego, CA 92182
Hispanic Serving Institutions (HSIs) are critical in advancing postsecondary outcomes for Latinx and other historically underrepresented and racially minoritized students in Science, Technology, Engineering, and Math (STEM) to promote diversity, innovation, and excellence in STEM fields. Despite rich opportunities for improving college access, retention, degree attainment, and representation in STEM fields, the role of two- and four-year HSIs in STEM pathways has been under-emphasized. Utilizing a nationally-representative sample, this article explores the undergraduate profiles and outcomes of STEM majors who begin postsecondary education at two- and four-year HSIs. While there are observable differences in student outcomes across HSIs and non-HSIs at both the two- and four-year levels, we must take a deeper look to better understand how these institutional contexts impact STEM trajectories across two- and four-year HSIs. Ultimately, these outcomes are just one piece of the overall picture toward HSIs intentionally serving Latinx students and advancing STEM pathways.
Durante los inicios de la pandemia del COVID-19, las instituciones educativas a nivel mundial experimentaron una transición acelerada a la educación remota. En escaso tiempo algunas se vieron completamente inmersas en un reto de capacitar a sus docentes con los conocimientos y destrezas para una enseñanza mediada en un 100% por la tecnología. El rol del docente virtual ha sido protagónico. Las estrategias y experiencias que se recogen en este escrito validan la necesidad de la planificación de las operaciones de educación a distancia. De igual modo, cómo estas apoyan los ofrecimientos presenciales durante una emergencia y fortalecen la operación. Se discute brevemente la necesidad de planificar para la continuidad académica y el énfasis en la preparación de la facultad, la transferencia de contenidos del método presencial a uno mediado por la tecnología, y el personal de apoyo. Los diseñadores instruccionales convirtieron sus hogares en laboratorios, estudios de grabación y las horas dedicadas a continuar transformando los objetos de aprendizaje para la continuidad de los cursos no se cuentan. Este artículo presenta algunas de las estrategias empleadas durante la rápida transición a enseñanza remota que se experimentó en dos instituciones cuyo éxito ha sido evidente en mantener la operación y en la retención de sus estudiantes.
En este artículo se actualiza la oferta universitaria a distancia de grados de asociado, bachillerato, maestría y doctorado licenciada por la Junta de Instituciones Postsecundarias (JIP) adscrita al Departamento de Estado del Gobierno de Puerto Rico (GPR, 2018) para otoño de 2020. En el mismo se identifican las instituciones, la disciplina y el nivel de los programas que se ofrecen bajo esta modalidad de enseñanza. Los hallazgos revelaron que, para el otoño de 2020, la oferta a distancia en Puerto Rico consta de 178 programas académicos, lo que representa un incremento del 278% cuando se compara con el otoño de 2010. También, se encontró que el 50% de la oferta a distancia del país corresponde a programas en la disciplina de Administración de Empresas y otro 20% eran de la disciplina de Educación. Igualmente, se encontró que el casi la mitad (45%) de todos los ofrecimientos a distancia del país, corresponden a programas de nivel graduado. Al final, se incluyen una serie de recomendaciones relacionadas con el desarrollo de estadísticas confiables respecto a la oferta académica de las IES del país.
Identificadores
“programas a distancia”, “oferta académica en línea”, “online program offerings”
La forma de aprendizaje ha ido evolucionando y la tecnología es una herramienta clave que al usarla en el proceso de enseñanza ayuda a los estudiantes aprender a trabajar de forma colaborativa y les ayuda a entender mejor la asignatura. El propósito del artículo es como el uso de la tecnología virtual se aplica en la contabilidad mediante el juego “Stock Market Game” y como el uso de esta puede influir en la motivación y el rendimiento académico en el curso de contabilidad. Para ello se evaluó el resultado final de los estudiantes luego de utilizar la plataforma “Stock Market Game” como método de aplicación de los conceptos aprendidos de contabilidad en el curso. Además, el impacto en el proceso de aprendizaje al conectar los estudiantes con la economía global mediante la inversión virtual en el mundo real.
By: Dr. Floralba Arbelo Dean of Student Affairs, Associate Professor Carlos Albizu University, Miami Campus
Abstract
Online learning can be challenging for Hispanic students, whose culture values dialogue, caring, and a shared celebration of their cultural heritage. Although this need for intense engagement may seem at odds with the concept of remote learning, it can be achieved through institutional attention to social presence—that is, the authentic exchanges, social cues, norms, and behaviors between students, faculty, and administrators that lead to a sense of belonging to an institution. During the COVID-19 pandemic, the importance of infusing social presence into remote teaching, learning, and student services is all the more acute. This paper discusses the role of culture in social presence and how teaching and learning, faculty disposition, and cultural competence can be used meaningfully to attain this.
Keywords: social presence, Hispanic college students, retention, online learning
Evidence-base for improving teaching effectiveness can be discovered via student evaluation of teaching (SET). Despite this, a complete assessment of all essential aspects of college or university teaching cannot be provided. Researchers at a small, urban community college conducted a mixed quantitative and qualitative cross-sectional studyto identify the perceptions of students and faculty to SETs. Among the categories considered were importance of the SET instrument, its usefulness, and how it is approached by both students and faculty.
Using a quasi-experimental research design this study examined whether the use of a flipped classroom teaching method for undergraduate quantitative research methods had an impact on undergraduate students’ academic achievement within the course as measured by their course assignments, quizzes, exams, and final paper. Findings suggest that utilizing a flipped classroom teaching design impacted Students of Color, as they performed better than their White peers on their final papers.
Keywords: Undergraduate Research Methods, Flipped Classroom, Students of Color
By: David H. Luciano University of Puerto Rico At Cayey Department of English
Abstract
In Puerto Rico English is taught as a second language (ESL), and it is a compulsory subject from the elementary level all the way up to high school graduation, yet many college freshmen are classified as low English proficient (LEP), as evidenced by the results in their College Entrance and Examination Boards (CEEB).The purpose of this study was to investigate and analyze how the implementation of the Kernel-Sentence-Combining Technique (the treatment) helped Basic English students at UPR-Cayey to improve their reading comprehension levels. The participants were 44 first year students enrolled in Basic English (INGL 3101-02). There was an experimental (26 participants) as well as a control group (18 participants), the experimental group received a six-week treatment with the kernel-sentence-combining technique. The data were gathered with an instrument that included: a self-made reading comprehension test, a self-made maze-cloze test, and a self-made language proficiency test. The study followed a quantitative approach applying descriptive statistics to the data. The findings include that the Kernel-Sentence-Combining Technique helps students to improve their reading comprehension levels, and that the maze-cloze test is a better measuring instrument for assessing reading comprehension levels in ESL students.
Key Words: sentence-combining, reading comprehension, quasi-experiment, maze-cloze test
The recent coronavirus disease-19 (COVID-19) pandemic has led many post-secondary education institutions to transition their in-person courses to a completely virtual format. Concerns have been raised about these institutions’ readiness to create a student-centered online learning environment. Historically, rates of student attrition and lack of student engagement within the online environment are higher among courses delivered virtually when compared with those delivered in-person. This adds to the concern that graduation rates among first-time, full-time Hispanic undergraduate students are lower than their White and Asian counterparts. Faculty and students often differ in their views regarding which pedagogical strategies improve student success in online environments. Theories addressing student engagement exist, but do not adequately address students of color or faculty teaching at Hispanic Serving Institutions (HSIs). The purpose of this review is to explore how post-secondary education instructors within HSIs, specifically, can increase learner engagement and improve course retention rates particularly at a time when many courses within post-secondary institutions are being delivered online. Recommendations based on available data will also be provided.
