H-LTLA Academy – Voting 2021

Part I. Personal Information and Demographic Data

Applicant Full Name

Mauricio Cadavid

Applicant Title

Sr. Instructional Designer/Adjunct Professor

Institution or System

California State University, San Bernardino. CSU System

Address for Official Correspondence

5500 University Parkway, San Bernardino CA 92407

Track of interest

Any track (English or Spanish)

Languages

Fully Bilingual

Have teach an online course in the past three years

Yes

Have taken an online course in the past three years

Yes

Have you been in charge of an instructional technology initiative

Yes

Have you been in charge of a distance education initiative

Yes

Years of experience in Higher Education

11-15 years

Part II. Education

Highest Earned Degree

Doctorate in Educational Leadership, EdD.

College/University

California State University, San Bernardino

Field/Major

Education

Next Highest Earned Degree

Master’s of Education in Reading/Language Arts

College/University

California State University, San Bernardino

Field/Major

Education

Other Degrees Earned

College/University

Field/Major

Education

Part III. Experience

Present Responsibilities

I am currently the Senior Instructional Designer at my university in charge of overseeing the development, design, and delivery of high-quality online and distance education courses/programs. I also oversee the evaluation and implementation of the Quality Matters rubric as well as the Quality of Learning and Teaching certification program through the Chancellor’s Office of the CSU system. Furthermore, I Provide instructional design expertise for faculty of new and existing classes and programs; consult and collaborate with faculty to promote and ensure the efficiency of course design and recommend course design enhancements. coordinate the course review process of flipped, hybrid and online courses to ensure quality; collaborate with Academic Technologies and Innovation management team to assess and evaluate the effectiveness of instructional technology tools. In addition, I support the management team and participate in outreach events both on and off-campus to promote web‐enhanced, flipped, hybrid and online education.

Academic and Professional Distinctions and Honors

Throughout my time at CSUSB, I have received the following academic and professional distinctions:
– Phi Beta Delta
– Phi Kappa Phi
– Golden Key for International Scholars
– Outstanding MA student
– Employee of the month (twice)
– President’s Employee of the month
– ITS Employee of the month

Civil and Community Activities

I am actively involved in my community. I participate in several outreach programs with the Loma Linda Seventh Day Adventist church, including Bible lessons to young children, coaching soccer teams, serving on church boards, traveling to Nepal and Cuba to teach about early childhood education and development, as well as traveling to Colombia to provide meals and clothes to the needy. Through my children’s school, I also participate in community activities such as local projects for bettering streets and traffic lighting.

Professional Goals

I want to continue to build sustainable practices for high-quality instruction, specifically in Hispanic Serving Institutions. In addition, the most immediate professional goals include developing accessible education to low-income, first-generation students. As a native Colombian who came here in High School, I want to become involved in academic services that promote college pathways for deserving students. Future goals include becoming a director of a distance learning program/department where I can influence from within and promote practices that support student learning. I would also like to become more involved, in a leadership position, with organizations like HETS and HACU in order to more directly serve Hispanic students and their families.

Please explain what you expect to gain by participating in the H-LTLA

I am currently in charge of developing an in-house program to train faculty in the use of Next Generation Smart Classrooms based on the hyflex model of instruction. My institution is in the process of converting over 250 classrooms into smart classrooms, and with this, the hope is that the training program I develop can be offered to all faculty who will be teaching in this hyflex model. As part of this massive undertaking is the need for me to develop skills necessary to 1. develop the program from the ground up, 2. further develop leadership skills that would help me work with administrators, faculty, and staff on best practices for the program, 3. develop a comprehensive, yet pedagogically sound program that integrates teaching and technology tools into a balanced and effective course that can be utilized by faculty this coming year. I believe these are my expectations of what the H-LTLA will teach me and prepare me for.

Part IV. Professional References

Professional Reference #1

Dr. Sam Sudhakar
VP for Information Technologies Services
California State University, San Bernardino
SSudhakar@csusb.edu

Professional Reference #2

Dr. Bradford Owen
Director, Academic Technologies and Innovation
California State University, San Bernardino
909-537-7379
BOwen@csusb.edu

Professional Reference #3

Francesca Astiazaran
Professor
California State University, San Bernardino
909-556-0852
Fastiaz@csusb.edu

Upload a letter from a president, chancellor, or cabinet-level administrator stating the nominee’s qualifications for the program, leadership strengths, and development opportunities.

https://hets.org/wp-content/uploads/formidable/145/HETS-Letter-of-Support-MC.pdf

Part V. Initiative and Mentor

Upload a letter describing a project that you will consider implementing at your campus or organization on any of the areas of the Program with the name of your Mentor. 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.

https://hets.org/wp-content/uploads/formidable/145/Mcavadid_H-LTLA-Application-Project-Letter-Signature-Request-HETS.pdf

Part VI. Statement of Purpose

1. From your perspective, what are the top three issues facing higher education today? Why?

1. Technology gap among our students in public institutions. This past year we experienced at a national level, the reality that not all out students have equal access to technology in order to complete their education. At my institution, this was clear when a large percentage of students did not meet the minimum technology requirements to access their classes. Not only did some did not have laptops/computers at home, but those who received a loan laptop from us, did not have reliable internet access. This is something that needs to be addressed moving forward.
2. Access to quality instruction. Our students deserve better, more effective instruction, and it has been clear that most faculty do not possess the proper tools, technical or professional, to effectively teach students. We have a growing dynamic population, and our faculty are not meeting their needs. We need to increase our efforts for training, incentives, and regulation of quality courses.
3. Administrative roadblocks. flexible policies that encourage faculty development for high quality courses, as well as incentives that promote accessibility and equity in education. A large part of the faculty population that are adjuncts do not have the support, nor the means to truly teach what our students need.

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?

Investment in the upgrade of organizational infrastructures, such as the classroom upgrades, to accommodate a new method of teaching (for my institution). Moving from 5% online pre-pandemic, to a more flexible hybrid model that benefits faculty and students, as well as the program I am developing to train our faculty in the hyflex modality of instruction. In addition to the logistical changes moving forward, the university needs to continue to invest in external infrastructure that promotes and supports our distance learning students.

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?

Faculty support at a departmental level. Perhaps implementing a departmental design team to support the needs of the department. At our institution, only 2 colleges fully take advantage of our services, while the other three colleges struggle to find and implement technologies that support both teaching and learning. I recognize that in the 15 years I have been with my institution several changes have occurred, but I believe that we need to ride the wave of the pandemic and make some of the changes that were implemented as emergencies, as a more permanent change. One of those changes is the distance learning model for teaching. Even though we are coming back face to face, our students have now learned of the flexibility of distance learning and forcing them to come back to the institution on a regular face to face schedule will have a negative impact on their academic and professional lives.

Evaluation

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.) *

1

2

3

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.) *

1

2

3

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). *

1

2

3

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). *

1

2

3

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) *

1

2

3

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) *

1

2

3

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) *

1

2

3

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) *

1

2

3

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.) *

1

2

3

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.) *

1

2

3

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) *

1

2

3

Δ

Back