H-LTLA Academy – Evaluation (April 2026) View

Lecturer

PART I: Personal Information and Demographic Data / Información personal y datos demográficos

Applicant Full Name / Nombre completo:

Applicant Title / Título:

Lecturer

Institution or System / Institución o Sistema:

The University of Texas Rio Grande Valley (UTRGV)

Address for Official Correspondence / Dirección oficial donde recibe su correspondencia:

1201 W. University Dr, Edinburg, Texas 78539 ECOBE 212G

Track of interest / Área de interés:

Any track (English or Spanish)

Which platform do you prefer the Academy to be offered on? / ¿En qué plataforma prefiere que se ofrezca la Academia?

Zoom

Languages / Idiomas:

Fully Bilingual

Have teach an online course in the past three years / ¿Ha enseñado un curso en línea en los pasados tres años?:

Yes

Have taken an online course in the past three years / ¿Ha tomado un curso en línea en los pasados tres años?:

Yes

Have you been in charge of an instructional technology initiative / ¿Ha liderado alguna iniciativa de tecnología instruccional?:

Yes

Have you been in charge of a distance education initiative / ¿Ha liderado alguna iniciativa de educación a distancia?:

Yes

Which Learning Management System have you been used or manage? | ¿Qué plataforma de gestión de aprendizaje ha utilizado o gestionado?

Blackboard, D2L Brigthspace

Years of experience in Higher Education / Años de experiencia en educación superior:

6-10 years

Gender / Género

Male

Age Range / Edad:

31 to 40

Are you Hispanic / ¿Es usted hispano?:

Yes

Race Category / Raza:

White

PART II: Education / Educación

Highest Earned Degree / Grado más alto de educación obtenido:

MBA

College/University / Colegio/Universidad:

BUAP

Field/Major / Campo de estudio/Especialidad:

Management

Other Degrees Earned / Otros grados obtenidos:

PART III: Experience / Experiencia:

Present Responsibilities (up to 150 words) / Resumen de responsabilidades (máximo de 150 palabras) *

I am a Lecturer in the Department of Management at The University of Texas Rio Grande Valley, where I teach courses such as Business Communication, Negotiations, and Management. My responsibilities include designing course materials, facilitating face-to-face and online instruction, assessing student learning, and supporting students’ academic and professional development. I also contribute to curriculum development, course improvement, and student-centered instructional practices. In addition, I collaborate on initiatives related to bilingual education, instructional innovation, and professional communication. My work focuses on creating engaging, applied learning experiences that help students strengthen communication, critical thinking, and workplace readiness in diverse educational environments.

Academic and Professional Distinctions and Honors (up tp 150 words) / Reconocimientos y premios académicos y profesionales (máximo de 150 palabras)

I have completed the Quality Matters course at UTRGV, which strengthened my preparation in online course quality and instructional design. As an adjunct and lecturer in the College of Business and Entrepreneurship, I have consistently earned strong student evaluation scores, averaging approximately 4.90/5.00 across multiple semesters. My professional background includes international teaching and work experience, and I have taught and worked extensively in both English and Spanish. This bilingual and multicultural experience has helped me support a diverse student body and contribute to initiatives that expand access, inclusion, and communication effectiveness in higher educati

Civil and Community Activities (up to 150 words) / Actividades civiles y comunitarias (máximo de 150 palabras)

My work has centered on supporting students and the broader academic community through mentorship, professional preparation, and inclusive teaching practices. I regularly assist students with communication skills, career readiness, and recruitment-related preparation, especially students whose first language is not English. I am also interested in bilingual education and in developing learning opportunities that better reflect the linguistic and cultural reality of the Rio Grande Valley. Through my teaching and service, I aim to create an environment where students feel supported, challenged, and prepared to succeed professionally. My commitment to education extends beyond the classroom through collaboration with colleagues and participation in initiatives that strengthen student engagement and institutional effectiveness.

Professional Goals (up to 150 words) / Metas profesionales (máximo de 150 palabras):

My professional goal is to continue growing as an educator and academic leader by strengthening my expertise in instructional technology, distance education, and innovative teaching practices. I want to design more effective, engaging, and accessible learning experiences for diverse student populations, especially in bilingual and multicultural contexts. I am particularly interested in advancing online and hybrid education in ways that preserve academic quality while expanding flexibility and student support. In the long term, I hope to contribute to institutional initiatives that improve teaching effectiveness, student success, and faculty development. I also want to further integrate practical, career-oriented learning into my courses so students are better prepared for professional communication, leadership, and decision-making in the workplace.

Please explain what you expect to gain by participating in the H-LTLA (up to 150 words) / Explique lo que espera adquirir al participar en la H-LTLA (máximo de 150 palabras):

By participating in the H-LTLA, I expect to gain stronger leadership skills in instructional technology and distance education, as well as a deeper understanding of how to implement meaningful change at the institutional level. I want to learn from experienced professionals, exchange ideas with colleagues across institutions, and develop practical strategies that can improve teaching and learning in my own context. I am especially interested in expanding my ability to design high-quality online and hybrid learning experiences that are inclusive, engaging, and sustainable. I also hope to strengthen my capacity to lead initiatives that support faculty development, student success, and innovation in higher education.

PART IV: Professional References / Referencias profesionales:

Professional Reference #1 (Include name, title, institution, phone, and email) / Referencia profesional #1 (incluya nombre, título, institución, número de teléfono, y correo electrónico):

“Name:
Azucena Herrera

Professional Reference #2 (Include name, title, institution, phone, and email) / Referencia profesional #2 (incluya nombre, título, institución, número de teléfono, y correo electrónico)

“Name:
Azucena Herrera

Professional Reference #3 (Include name, title, institution, phone, and email) / Referencia profesional #3 (incluya nombre, título, institución, número de teléfono, y correo electrónico)

“Name:
Francisco Garcia

Upload a letter from a president, chancellor, or administrator stating the nominee’s qualifications for the program, leadership strengths, and development opportunities. NOTE: If at the moment of sending the application you don’t have a signed nomination letter, please upload a document with the evidence that it is being processed (for example: a print screen of an email requesting the letter) along with the contact information of the person in charge of completing it. (Accepted format: pdf) / Someta una carta de un presidente, decano o administrador que indique las cualificaciones del candidato para el programa, sus fortalezas de liderazgo y oportunidades de desarrollo. NOTA: Si al momento de enviar la solicitud no tiene una carta de nominación firmada, por favor suba un documento con la constancia de que se está tramitando (por ejemplo: una pantalla impresa de un correo electrónico solicitando la carta) junto con la información de contacto de la persona encargada de completarlo. (Formato aceptado: PDF)

HETS-Nomination-Letter.pdf

PART V: Initiative and Mentor / Iniciativa y mentor

A letter describing a project that you will consider implementing at your campus or organization with the name of the Mentor of your preference. Your Mentor can be different from your references and should be a staff with experience in the area selected. The Mentor information will be submitted with the signature to confirm the availability to guide the implementation of your campus initiative. NOTE: If at the moment of sending the application you don’t have the signature of your Mentor on the project letter, please upload a document with the evidence (for example: a print screen of an email requesting the signature of your Mentor) that it is being processed along with the contact information of the Mentor. (Accepted format: pdf)* / Una carta que describa un proyecto que considerará implementar en su campus u organización con el nombre del mentor de su preferencia. Su mentor puede ser diferente a sus referencias y debe ser una persona con experiencia en el área seleccionada. La información del mentor se enviará con la firma para confirmar la disponibilidad para guiar la implementación de su iniciativa. NOTA: Si al momento de enviar la solicitud no tiene la firma de su mentor en la carta del proyecto, por favor cargue un documento con la evidencia (por ejemplo: una pantalla impresa de un correo electrónico solicitando la firma de su mentor) que se está procesando junto con la información de contacto del mentor (Formato aceptado: PDF)

HETS-Nomination-Letter-1.pdf

PART VI: Statement of Purpose (no more than 300 words each question) Statement of Purpose (no more than 300 words each question) / Declaración de Intención (máximo de 300 palabras para cada pregunta)

1. From your perspective, what are the top three issues facing higher education today? Why? (no more than 300 words) / Desde su perspectiva, ¿cuáles son los tres principales problemas que enfrenta la educación superior hoy día? ¿Por qué? (máximo de 300 palabras)

From my perspective, the three most pressing issues facing higher education today are student engagement, equitable access, and the effective integration of instructional technology.

2. What are your own institution’s priorities and challenges with regard to leveraging instructional technology and distance education for the benefit of the entire organization? (no more than 300 words) / ¿Cuáles son las prioridades y los retos de su institución con respecto al aprovechamiento de la tecnología educativa y la educación a distancia en beneficio de toda la organización? (máximo de 300 palabras)

At my institution, an important priority is expanding the effective use of instructional technology and distance education to support student success across diverse populations. This includes improving course quality, increasing flexibility, and creating learning environments that are engaging, accessible, and aligned with workforce needs. Because our student population is diverse and many students balance school with work and family responsibilities, distance education plays an important role in access and retention.

3. If have the influence to instill change at your Institution, was one thing you could change, what would that be; and what is the unique aspect of your institution you would like to keep? (no more than 300 words) / Si pudiera influir para lograr algún cambio en su institución, ¿cuál sería? y ¿cuál es el aspecto único de su institución que le gustaría mantener? (máximo de 300 palabras)

If I had the influence to create one major change at my institution, I would strengthen institutional support for faculty development in online, hybrid, and technology-enhanced teaching. Many instructors are willing to innovate, but they need practical training, time, mentorship, and systems that support sustainable improvement. A stronger structure for faculty development would improve course quality, student engagement, and the long-term effectiveness of instructional technology initiatives.

Please provide your input for the following candidate application, using a scale from 1 to 3 (based on the rubric and metrics provided for each area):

Applicant name (for your reference): *

Title (for your reference): *

Track of interest (for your reference): *

Part I. Personal Information and Demographic Data

Part I. Personal Information and Demographic Data: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Have not taught or taken an online course, or have not been in charge of instructional technology or a distance education initiative, and have less than 5 years of experience in Higher Ed.); 2- (Good: Have taught or taken at least two online courses, or have been in charge of instructional technology or a distance education initiative, and have between 6 and 10 years of experience in Higher Ed.); 3- (Excellent: Have taught or taken two or more online courses, have been in charge of instructional technology or a distance education initiative, and have between 11 and 20 or more years of experience in Higher Ed.) *

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Part II. Education

Part II. Education: Please provide your input using a scale from 1 to 3 with the following metrics: 1- (Poor: Bachelor’s degree or less than a bachelor’s degree in any academic Field); 2- (Good: Bachelor’s degree in Education with a major related to Learning Technologies or Distance Ed., or a master’s degree in Education); 3- (Excellent: Master or courses towards a doctor degree, or a doctor’s degrees in Education related to Learning Technologies or Distance Ed.) *

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Part III. Experience:

Present Responsibilities, distinctions, and activities: 1- (Poor: Not present responsibilities related to Learning Technologies or Distance Ed., and doesn't have distinctions or activities related to the fields); 2- (Good: Present responsibilities related to Learning Technologies or Distance Ed., and mentioned distinctions or activities related to the fields); 3- (Excellent: Present responsibilities related to management or supervision of Learning Technologies or Distance Ed. initiatives, and mentioned the distinctions or activities related to the fields). *

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Professional Goals: Professional Goals: 1 – (Poor: Goals described are not related to Learning Technologies or Distance Ed. Initiatives); 2 – (Good: Goals described are related to Learning Technologies or Distance Ed. Initiatives); 3 – (Excellent: Goals described are innovative and related to the management or supervision of Learning Technologies or Distance Ed. Initiatives). *

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Please explain what you expect to gain by participating in the H-LTLA: Please explain what you expect to gain by participating in the H-LTLA: 1 – (Poor: Candidate’s expectations are not aligned with the H-LTLA curriculum and competencies); 2 – (Good: Candidate’s expectations are in some way aligned with the H-LTLA curriculum and competencies); 3 – (Excellent: Candidate’s expectations are significantly aligned with the H-LTLA curriculum and competencies) *

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Part IV. Professional References

Part IV. Professional References: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Provided are one or two references and are not related to Learning Technologies or Distance Ed. Faculty or Administrators, and the nomination letter is pending); 2 – (Good: Provided two references and are related to Learning Technologies or Distance Ed. Faculty or Administrators, and included the nomination letter or provided the evidence that is in process); 3 – (Excellent: Provided more than two references and are related to Learning Technologies or Distance Ed. Administrators, and included the nomination letter) *

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Part V. Initiative and Mentor

Part V. Initiative and Mentor: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The candidate’s initiative is unclear or not aligned with the H-LTLA curriculum and competencies, and the mentor does not seem to have experience in the proposed initiative area.); 2 – (Good: The candidate’s initiative is clear and somehow aligned with the H-LTLA curriculum and competencies, and the mentor seems to have some experience in the proposed initiative area.); 3 – (Excellent: The candidate’s initiative is clear and very aligned with the H-LTLA curriculum and competencies, and the mentor seems to have a lot of experience in the proposed initiative area) *

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Part VI. Statement of Purpose:

1. From your perspective, what are the top three issues facing higher education today? Why? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The issues and explanations are not clear or pertinent to the education reality today); 2 – (Good: The issues and explanations are somehow clear or pertinent to the education reality today); 3 – (Excellent: The issues and explanations are very clear and pertinent to the education reality today) *

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2. What are your own institution’s priorities and challenges with regard to leveraging instructional technology and distance education for the benefit of the entire organization? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The priorities and challenges described are not directly related to leveraging instructional technology and distance education); 2 – (Good: The priorities and challenges described are somehow related to leveraging instructional technology and distance education); 3 – (Excellent: The priorities and challenges described are directly related to leveraging instructional technology and distance education.) *

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3. If have the influence to instill change at your Institution, was one thing you could change, what would that be; and what is the unique aspect of your institution you would like to keep? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Only mention one aspect, and is not directly related to a thing that he/she could change or keep at his/her Institution); 2 – (Good: Mention one or two aspects, and are somehow related to a thing that he/she could change or keep at his/her Institution); 3 – (Excellent: Mention both aspects and are related to a thing that he/she could change and keep at his/her Institution.) *

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Name of the Evaluation Board Member *

Evaluation Board Member Comments about the Applicant: Please write your recommendations or additional feedback

Please select the best category that applies to this candidate based on the following criteria

Please select the best category that applies to this candidate based on the following criteria: 1-Beginner: Obtained mostly 1 point in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3); 2- Intermediate: Obtained mostly 2 points in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3); 3- Advanced: Obtained mostly 3 points in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3) *

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