Any track (English or Spanish)

Applicant Title / Título: Assitant Professor
Institution or System / Institución o Sistema: Empire State University
Preferred edition / Edición de preferencia: February 25 to 28, 2025 / 25 al 28 de febrero de 2025
Have taught 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
Years of experience in Higher Education / Años de experiencia en educación superior: 21 or more years
Gender / Género: Male
Age Range / Edad: 51 to 60
Are you Hispanic / ¿Es usted hispano?: Yes
Race Category / Raza: Caribeño
PART II: Education / Educación:
Highest Earned Degree / Grado más alto de educación obtenido: Doctorate in Education
College/University / Colegio/Universidad: Nova Southeastern University
Field/Major / Campo de estudio/Especialidad: Education
Other Degrees Earned / Otros grados obtenidos: Master’s in Marketing, Specialization in Textile Insudtry Management and a Bachelor in Business Administration
PART III: Experience / Experiencia:
Present Responsibilities / Resumen de responsabilidades:

As an Assistant Professor of Business Management and Economics and Academic Coordinator of the Spanish BBA Program at SUNY Empire State University, I develop, revise, and deliver undergraduate business courses in marketing, international business, and business fields. I mentor students and faculty. As Academic Coordinator of the Spanish BBA, I oversee program development, support faculty, and ensure that the program aligns with institutional goals. Additionally, I mentor students in business research projects, AI applications in marketing, and strategic business planning. Through my work, I contribute to expanding digital learning, fostering student engagement, and enhancing research opportunities for Hispanic and bilingual business students at SUNY Empire.

Academic and Professional Distinctions and Honors / Reconocimientos y premios académicos y profesionales:

– Excellent and distinguished academic and scientific friend of the University de Oriente, Universidad de Oriente, El Salvador, 2024.
– Citation recognizing contributions to the social, educational, and economic advancement of the Colombian community in New York State, New York State Assemblywoman Judelka Tapia, 2024
– Global Distinguished Scholar and Leader in Business Education, International Programs, and Community Service Award, International Entrepreneurs Chamber of Commerce US, 2024
– Delta Epsilon Iota Academic Honour Society, 2015
– Golden Key International Honour Society, 2015
– International Kappa Delta Pi, 2014
– Best Graduate Professor evaluated for the Business Area, Instituto Tecnologico de Santo Domingo (INTEC). Academic Year 2006-2007
– Recognition for successfully implementing the Business Incubation System in the Dominican Republic. CODOPYME, 2005
– Letter of appreciation for the role as International Marketing Consultant, Consorzio Na-zionale Italiano dell’articolo da regalo, del mobile e del complemento d’arredo, (Lucca, Ita-ly), 2003
– Recognition award as the cohort leader in the Specialization of Textile Management. China Textile Institute (CTI), Taiwan, ROC, 2002

Civil and Community Activities / Actividades civiles y comunitarias:

As the President of the Movimiento Cívico de Dominicanos en Ultramar, I lead an institution dedicated to supporting businesses and entrepreneurs in New York City, particularly within the Dominican and Hispanic communities. Through this organization, we provide mentorship, business development resources, and advocacy to help immigrant entrepreneurs overcome economic challenges, access funding opportunities, and establish sustainable businesses.

Additionally, I serve as the President of the Fundación Dominicana Pro Educación, Economía y Sostenibilidad (FUNDOPESS), a non-profit organization in the Dominican Republic committed to research, education, and sustainability. FUNDOPESS conducts events and initiatives to improve Latin American business sustainability, environmental protection, and animal welfare. In education, we promote scholarship programs for low-income students, offer technology and soft skills workshops, support schools in marginalized areas, and encourage STEM education among Dominican students. We aim to foster economic and environmental sustainability while expanding educational opportunities for underprivileged communities.

Professional Goals / Metas profesionales:

My professional goals center on achieving the rank of full professor and continuing to lead in curriculum development, faculty mentorship, and international research collaborations. Through my SUNY Empire State University work, I strive to build strategic partnerships, mentor future business leaders, and enhance digital learning experiences. I want to ensure that students and professionals can access cutting-edge business education and global opportunities.

Please explain what you expect to gain by participating in the H-LTLA / Explique lo que espera adquirir al participar en la H-LTLA:

Participating in the H-LTLA will enhance the mentorship, collaboration, and strategic insights needed to expand AI-driven research opportunities for Spanish BBA students, ensuring long-term impact at SUNY Empire State University. I will also improve my academic leadership potential to explore new opportunities in research and academic positions.

PART IV: Professional References / Referencias profesionales:
Professional Reference #1 (Include name, title, institution, phone, and email) / Referencia profesional #1:

Dr. Julie Gedro
Dean
School of Business
Empire State University
Julie.Gedro@sunyempire.edu

Professional Reference #2 (Include name, title, institution, phone, and email) / Referencia profesional #2:

Dr. Ing. Cristian Salazar-Concha
Director Instituto de Administración
Facultad de Ciencias Económicas y Administrativas
Universidad Austral de Chile
cristiansalazar@uach.cl

Professional Reference #3 (Include name, title, institution, phone, and email) / Referencia profesional #3:

Dr. Patricio Ramírez-Correa
Profesor Titular | Director del Doctorado en Sistemas de Ingeniería
Escuela de Ingeniería Coquimbo
Universidad Católica del Norte, Chile
patricio.ramirez@ucn.cl

Upload a letter from a president, chancellor, or administrator / Carta de recomendación:
See the recommendation letter
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. / Una carta que describa un proyecto que considerará implementar en su campus u organización con el nombre del mentor de su preferencia:
See the Initiative letter
PART VI: Statement of Purpose / Declaración de Intención:
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?:

The top three challenges facing higher education today are technological integration and AI adoption, accessibility and equity in education, and the alignment of academic programs with industry demands.
As artificial intelligence (AI) continues transforming industries, higher education must integrate AI-driven learning tools to enhance personalized education, research efficiency, and career readiness. However, many institutions struggle with faculty training, curriculum adaptation, and ethical considerations related to AI. A structured approach to AI adoption is crucial to equip students with data-driven decision-making skills and prepare them for emerging career opportunities in an increasingly digital economy.
Ensuring equitable access to education remains a pressing issue, particularly for underserved communities facing barriers to affordability, financial aid, and career advancement. Drawing from experience at SUNY Empire State University, FUNDOPESS, and Movimiento Cívico de Dominicanos de Ultramar, I advocate for expanding digital education, scholarship programs, and skill-based training to empower students from diverse backgrounds and bridge the opportunity gap in higher education and the global workforce.
The rapid evolution of fields such as AI, business intelligence, sustainability, and international trade demands curricula that reflect real-world industry trends. A strategic and proactive approach to AI adoption, equitable access, and industry-aligned education is essential to prepare students for a rapidly evolving global economy. Higher education institutions must adapt, innovate, and modernize to remain relevant and empower the next generation of professionals.

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?:

SUNY Empire State University, an online and distance education leader, is leveraging instructional technology to improve student learning and institutional growth. However, challenges include scaling digital initiatives, faculty readiness, and student engagement.
Priorities
SUNY Empire is enhancing distance education through AI integration, adaptive course design, and data analytics to improve student engagement and academic performance. The university prioritizes equity and accessibility, offering scholarship programs, flexible learning models, and bilingual courses. Additionally, faculty training in instructional technology is prioritized, ensuring the university’s commitment to technology-driven teaching strategies.
Challenges
SUNY Empire faces challenges in scaling online programs while maintaining quality and bridging the digital divide. Balancing automation, AI-driven instruction, and personalized faculty support is crucial. Addressing the digital divide requires targeted interventions and strategic partnerships. Adapting to emerging technologies like AI, VR, and machine learning presents opportunities and challenges.

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?

If I could drive change at SUNY Empire State University, my primary focus would be expanding AI-driven experiential learning and career-aligned education to bridge the gap between academic programs and real-world industry demands. While SUNY Empire excels in online and distance learning, incorporating artificial intelligence (AI), machine learning, and data-driven decision-making into business and marketing curricula would empower students with theoretical knowledge and hands-on experience with emerging technologies.
A key initiative would be the creation of an AI-powered business research lab, where students could engage in industry-driven projects, AI-assisted market research, and the development of data-centric digital strategies. This initiative would enhance their learning experience and equip them with the technical and analytical skills necessary to thrive in a rapidly evolving job market.
At the same time, I would work to preserve and strengthen one of SUNY Empire’s greatest strengths—its commitment to accessibility, flexibility, and student-centered learning. The university’s model allows working professionals, adult learners, and students from diverse backgrounds to pursue higher education on their terms. The ability to earn a degree while balancing professional and personal responsibilities is a hallmark of SUNY Empire and should remain a core pillar of its mission.
By advancing technology-driven, career-focused education while upholding the university’s dedication to flexible learning, SUNY Empire can continue to ensure that students acquire knowledge and graduate with the adaptability and in-demand skills needed to excel in an AI-driven global economy.

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.) *

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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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