English track

Applicant Title / Título: Assistant Professor
Institution or System / Institución o Sistema: Hostos Community College, CUNY
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: Asian Black or African American
PART II: Education / Educación:
Highest Earned Degree / Grado más alto de educación obtenido: PhD
College/University / Colegio/Universidad: Michigan State University
Field/Major / Campo de estudio/Especialidad: Cultural and Medical Anthropology
Other Degrees Earned / Otros grados obtenidos: BA and MA
PART III: Experience / Experiencia:
Present Responsibilities / Resumen de responsabilidades:

Over the past five years, I have taught 10–12 courses annually, including Medical Anthropology at the Icahn School of Medicine, where I have been an instructor for 12 years. At Hostos, I offer courses year-round to enhance student flexibility in meeting academic goals. My syllabi reflect current topics and skills, incorporating initiatives like GSACS, COIL, and DARE, which enrich my curriculum with global perspectives.

I am a dedicated mentor, guiding students in the BRESI/L-LAC Cohort Program through research projects and college transfers, and advising student clubs such as the Dream Team. My research output includes five peer-reviewed publications and numerous conference presentations, supported by 21 grants and awards, including PSC-CUNY and Faculty Fellowship recognitions.

In service, I contribute to key college committees, lead on Brightspace integration, and advance faculty engagement with AI tools to enhance teaching and research, aligning my work with Hostos’ strategic goals.

I was recently appointed Co-Director of the Center for Teaching and Learning at Hostos Community College.

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

Over the past five years, my academic career has flourished through impactful research, teaching, and service, culminating in notable achievements this past year. My scholarship, covering social activism, language policy, and environmental justice, is strengthened by prestigious grants like the Faculty Fellowship Publication Program and PSC-CUNY awards. My active involvement in CUNY and Hostos initiatives such as the Brightspace Fellow program and Hostos AI Initiative, developing resources to enhance teaching and learning across CUNY, eventually lead to my recent appointment as Co-Director of the Center for Teaching and Learning.

As a Career Success Fellow and ADELANTE Project Award recipient, I champion Latinx representation in NYC’s green economy and sustainable careers. I also developed a graduate course, Necro-ecologies of Race and the Anthropocene, and advanced global education by integrating COIL/OER modules into my teaching. This trajectory reflects a commitment to academic excellence and mentorship, with continuous engagement in conference presentations and institutional initiatives that reinforce my role as an educator and leader.

Civil and Community Activities / Actividades civiles y comunitarias:

My community involvement centers on empowering students to serve as change agents for immigrant communities in the Bronx. As a dedicated student club advisor for the Dream Team and Latin American and Caribbean Student Club, I guide immigrant students to find creative, impactful solutions to the challenges they face, from navigating educational systems to addressing socio-economic barriers. In my CAP 200: Bronx Beautiful course, I extend this commitment by embedding service learning, enabling students to volunteer with local community organizations. This hands-on approach not only strengthens ties between students and their communities but also encourages civic responsibility and practical problem-solving skills.

Further enriching my civic engagement, I regularly deliver public talks that address issues central to immigrant and Latinx experiences, fostering awareness and dialogue on structural challenges and resilience strategies. Through these roles, I strive to bridge academia and community, helping students and residents alike work toward a more inclusive and supportive environment.

Professional Goals / Metas profesionales:

Latinx communities in the United States hold immense potential to contribute across various fields, yet they face persistent barriers, including environmental injustice and a widening technological gap. These challenges, however, also present unique opportunities for growth. My goal is to equip students to thrive in rapidly evolving labor markets through targeted curricular development and innovative pedagogical strategies. For instance, I am actively creating coursework on Artificial Intelligence to close the digital divide for both faculty and students. Additionally, I am researching strategies to leverage faculty expertise in developing micro-credential pathways that prepare students for green job markets. Through these efforts, I aim to empower students with the skills and knowledge needed to succeed and drive meaningful change in their communities.

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

Aligned with HETS’ mission to enhance Hispanic/Latino student success through strategic technology use, I am eager to leverage HETS’ 31 years of expertise to advance these goals. As the newly appointed Co-Director of the Center for Teaching and Learning at Hostos Community College, I am in a unique position to benefit significantly from HETS’ leadership initiatives. I look forward to exploring best practices in technology-driven education, which I can adapt to support both faculty development and student achievement at Hostos. HETS’ extensive experience offers valuable insights that will strengthen our institution’s capacity to support and empower Hispanic/Latino students effectively.

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

Alisa Roost, Humanities Department Chair, Hostos Community College, Professor, aroost@hostos.cuny.edu, 212.765.0712

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

Carlos Guevara, Director of Educational Technology, Co-director of the Center for Teaching and Learning, Hostos Community College, cguevara@hostos.cuny.edu, 718-319-7915

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

Esther Isabelle Wilder, PhD
Professor
Department of Sociology
Lehman College
The City University of New York (CUNY)
250 Bedford Park Boulevard West
Bronx, NY 10468
718-960-1128
esther.wilder@lehman.cuny.edu

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 three primary issues confronting higher education today are retention, rapidly responding to labor market changes, and closing the technology gap—particularly pressing with the rise of Artificial Intelligence.

Retention: Retention is a formidable challenge at Hostos Community College, a Hispanic Serving Institution located in one of the poorest districts in the United States. Hostos primarily serves first-generation college students from immigrant and minority backgrounds, who face intersecting barriers such as limited access to funding, health and childcare, housing, food security, and technological literacy. Addressing these issues requires faculty and staff to continually explore innovative, efficient ways to support students in persisting through their academic journeys.

Labor Market Responsiveness: The advent of Artificial Intelligence is reshaping labor markets, phasing out certain job categories and creating demand for new skill sets. Higher education, historically grounded in a bureaucratic structure that ensured resilience through much of the 20th century, now faces a critical challenge: its traditional, slower response rate risks falling behind the swift changes driven by AI and other emerging technologies. Higher education institutions must now develop adaptive, timely pedagogical interventions to remain relevant to a workforce undergoing profound transformation.

Latinx Technology Gap: The rapid advancement of Artificial Intelligence has brought the technology gap facing Latinx communities into sharper focus. Addressing this gap, which AI exemplifies, is not only an educational imperative but also a matter of social justice. The potential of AI to level the playing field makes it crucial for higher education to equip Latinx students with the skills and literacy required to participate fully in a technology-driven society. Closing this gap will empower students to compete in, and shape, an AI-dominated landscape, ensuring equitable access to the opportunities that AI offers.

Each of these challenges demands proactive solutions, strategic partnerships, and a commitment to inclusivity in higher education.

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?:

Hostos Community College’s mission is to provide access to higher education that fosters intellectual growth and socio-economic mobility. As part of the City University of New York, Hostos excels in several areas compared to its sister institutions, thanks to the dedication of its faculty and staff. It is an honor to work alongside these individuals whose innovative approaches and commitment to supporting students are truly inspiring. The range of initiatives devised to address our students’ complex challenges is diverse and impressive.

However, Hostos could benefit from enhanced interdepartmental communication and collaboration to maximize resources and build synergies between related efforts. Streamlined coordination across departments would strengthen the effectiveness of current programs and support the efficient development of new interventions. Additionally, there is potential to leverage emerging technologies and refine institutional culture to create more cohesive and impactful student support. Widespread faculty, staff, and student exposure to artificial intelligence should be central to these efforts. With these adjustments, Hostos can further enhance its ability to meet student needs and support its mission.

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 had the influence to instill change at Hostos Community College, I would prioritize enhancing interdepartmental communication and collaboration. Hostos’ strength lies in the dedication of its faculty and staff, who consistently innovate and develop diverse initiatives to support students’ complex needs. However, the institution could further maximize its impact by streamlining coordination across departments. Improved communication would create synergies between efforts, allowing resources to be utilized more effectively and enabling teams working on similar issues to collaborate more seamlessly. With better alignment, existing programs could be strengthened, and new interventions could be developed with greater efficiency, ultimately amplifying the reach and effectiveness of student support.

To support this goal, I would integrate emerging technologies, including artificial intelligence, as a central part of interdepartmental and student-facing initiatives. AI could facilitate knowledge-sharing platforms, automate routine tasks, and provide data-driven insights, making it easier for departments to stay informed about each other’s efforts and progress. Additionally, equipping faculty, staff, and students with AI literacy would empower everyone to leverage these tools for problem-solving and personal development, ensuring that Hostos remains responsive to the evolving technological landscape.

The unique aspect of Hostos that I would preserve is its unwavering commitment to fostering intellectual growth and socio-economic mobility. Hostos operates as a crucial access point for students from diverse and often underrepresented backgrounds, many of whom are the first in their families to pursue higher education. Hostos’ commitment to supporting these students through the dedication and resilience of its faculty and staff is unparalleled. This culture of care and innovation, where students’ academic and personal success are at the forefront, is Hostos’ greatest asset. Preserving this commitment while enhancing collaboration and embracing technology would further strengthen Hostos’ mission to transform lives and communities.

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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