Dissertation Committee member. Paul García, “A qualitative research study of the experiences and perceptions of nine tracked Latino students at a restructuring High School”; and Mark Wilson, “Determining teacher competency through the formal teacher evaluation process as a function of instructional leadership by school site administrators: SIDAIE and the teacher evaluation process.”

Course Development. Developed three courses in computer education to comply with California Administrative Code (Title 5), Section 80422, applicable to all state-approved Teacher Education Programs. Overall coursework plan approved by Commission on Teacher Credentialing. Focus of courses was primarily on effective integration of computers/software into K-12 setting across the various subject matter areas; equity and ethical issues; software evaluation and lesson plan development; and teleconferencing (see below). Regular use and discussion of cooperative learning practices were designed into class sessions. Apple, IBM, and DEC VAXmate environments.

Course Development. Developed and implemented teleconferencing mini-course that was incorporated within state-approved computer education course series (described above). Course enabled students to access, manipulate, send, receive, and end communications within a teleconferencing environment via VAX software, DEC VAXmate environment.

Teaching Fellow, Chicano Fellows Program, School of Humanities and Sciences and the Office of Graduate Studies, Stanford University, Stanford, California. Fellowship involved: (1) tuition support and stipend, (2) serving as teaching assistant for one quarter, (3) designing and teaching a new course at the university, (4) counseling and advising undergraduate students, and (5) a mentorship relationship with the Visiting Scholar to the Fellows Program (Dr. Amado M. Padilla, then professor Psychology, UCLA, and currently Professor of Education, Stanford University). In Fall 1986, served as Teaching Assistant to Professors Albert Camarillo (History), José Cuéllar (Anthropology), and Tomás Ybarra-Frausto (Spanish and Portuguese) in their team-taught class Introduction to Chicano Life and Culture. In Spring 1987, having gained the School of Education’s approval of my course outline and syllabus, I taught Microcomputers in Instruction and Educational Equity (ED188). I also completed my dissertation entitled, Variation in the Language Use of Peer Dyads within a Bilingual, Cooperative, Computer-Assisted Instructional Setting, during my fellowship tenure.

Research Assistant, Stanford International Development Education Committee (SIDEC), School of Education, Stanford University, Stanford, California. Assisted Professors Martin Carnoy and Hans Weiler in conceptualizing topics and dimensions of lead paper to present at the Stanford-UNESCO Symposium, “Computers and Education: The Role of International Research.” I wrote “Computers and Educational Equity within the United States: An Overview and Examination of Computer Uses in Education,” as part of the working paper for the above symposium. My paper was subsequently revised (with co-author) and published in the Capstone Journal of Education (see Publications).