Centro de Estudios Hispánicos

1999-2002	Principal Investigator/Project Director, Project Alianza. Recruitment program within UTEP’s Department of Teacher Education, particularly aimed at providing studies leading to Texas teacher certification of Mexican/Latin American residents in El Paso region, who have completed teacher certification requirements in their respective countries. Funded by Intercultural Development Research Association (IDRA), San Antonio, Texas.
1999-2002	Project Director, Project Alianza. Prospective Teacher Recruitment program within UTEP's Department of Teacher Education, particularly aimed at providing studies leading to Texas teacher certification of Mexican/Latin American residents in EI Paso region, who have completed teacher certification requirements in their respective countries. Funded by Kellogg Foundation and Intercultural Development Research Association (IDRA), San Antonio, Texas.
2000-2002	Project Co-Director, Teacher Professional Development, Curriculum Design, & Student Assessment Project in English as a Foreign Language (EFL). On-going project involving K-12 private school in Cuemavaca, Mexico.
1997-1998	Principal Investigator, Fresno NEXUS Project: Teacher Leadership in Instructional Technology. Summer Institute (August 1997) and year-long computer-mediated communicative interaction with 20 K-12 teachers via Delphi process. An intersegmental (UCERC & CSU Fresno) collaborative project funded by the University of California Office of the President.
1996-1998	Principal Investigator, UCLinks 5th Dimension Project (Fresno). After-school, computer-supported, cross-age/peer tutoring project involving K-16 students, particularly from low-income, English as a second language, and culturally/racially diverse backgrounds. An intersegmental (UCERC, Fresno Unified School District, CSU Fresno) collaboration funded by the University of California Office of the President.
1996-1998	Co-Principal Investigator, “Effective Collaborative Learning in Large Classes via Reconfigurable Virtual Rooms. An intercampus/inter-university (UCERC, UC Davis, Rensselaer Polytechnic Institute) collaboration funded by the National Science Foundation.
Summer - Fall 1996	Director, Evaluation Project: Fresno County Migrant Education Program, Region IV. 1996
Summer 1995	Principal Investigator, “Evaluation of International Summer Academy Program,” Fresno Unified School District. Evaluation of high school, credit-bearing offerings in math, science, and social science, taught in the native language of the student (Khmer, Laotian, Spanish, or Vietnamese). Contract with Fresno Unified School District.
1993-1995	Researcher, "Video and language/culture maintenance of indigenous minority groups," Center for Research and Higher Education in Social Anthropology (CIESAS), Mexico City and the Academy of Hñähñu Culture. Funded by Mexico’s National Council on Science and Technology (CONACYT).
1994	Co-Principal Investigator, Student Discourse in a Bilingual Middle School Chess Class. Funded by California State University, Bakersfield.
1991-1995	Principal Investigator and Evaluator, Kern County Foreign Language Project, Kern County Superintendency of Schools. Responsible for integrity and evaluation of project. Videotaped all sessions (Oct. 1991-May 1992; Oct. 1993-May 1994; Oct. 1994-May 1995) for analysis and evaluation; assisted in planning of project at site level; observed teachers at their school sites apply principles learned during sessions (e.g., colleague collaboration, communication-based methods). Evaluation reports submitted.
1991	Researcher/Consultant, IBM California Education Partnership Project (ICEP), CSUB and Kern Unified School District. Report submitted; Communication in Computer-Supported Math and Science Secondary Classrooms: Opportunities for Developing Students’ Language and Content Area Skills (Results of a Pilot Study).
1989	Principal Investigator, videotape indexing project, sponsored by Apple Classroom of Tomorrow (ACOT), Apple Computer, Inc. Responsible for indexing computer education-related tapes into episodes and entering episodes into an ACOT-designed database format. Data reflected ACOT classroom site across U.S. in schools characterized by different demographic and socioeconomic status conditions and different ethnic/racial student groupings. Information on tapes mainly documented classroom activities and interviews with students, teachers, administrators, and parents. Indexing activities were conducted and equipment/software were housed in the Center for Integrated Education and Technology (CIETECH), a facility which I established and directed at the Imperial Valley Campus of San Diego State University for this purpose.
1985-1987	Dissertation research activities, involving descriptive and inferential statistics to determine the differential frequency and syntactic complexity of Spanish, English, and their intrasentential use (code-switching) in the verbal production of 6th grade students working together in pairs at the computer. Students reflected four categories of English language proficiency: non-English proficient, limited-English proficient, fully-English proficient, and monolingual English speaker. Students in the first three categories were orally fluent in their first language, Spanish. Dyads of matched English language proficiency levels were formed to gather language use baseline information on each dyad and individual within each dyad; mixed dyads along English language proficiency levels were then formed to gather language use variation from the baseline of these same speakers. Dyad’s oral language production was recorded in videotape format as students worked together (in defined roles that they alternated at timed intervals) at a common computer-assisted instructional task. Presentation of results included comparative verbal production at keyboard and screen tasks. Corpus of language production analyzed totaled 18,130 words, comprising 5,681 T-units and fragments. Co-principal advisors: Drs. Charles F. Ferguson and Robert L. Politzer, Stanford University.
1977-1978	Research Assistant, Program in Teaching and Linguistic Pluralism, Center for Educational Research at Stanford, Stanford University, Stanford, California. Assisted in preparation of experimental teacher workshops to improve teaching behaviors within English as a Second Language (ESL) classroom settings; observed, coded, and analyzed ESL teachers’ instructional behaviors within natural classroom settings; administered Program-designed language proficiency tests to students, grades 1-6. Drs. Robert L. Politzer and Arnulfo G. Ramirez, principal investigator and research associate, respectively.
Jan-Jul 1977	Research Consultant, Resource Development Institute (RDI), Austin, Texas. Developed test items in Spanish for use in the California State Office of Education-contracted Spanish Subject-Matter Proficiency Test, grades 1-12. Coordinated administration of tests within school districts in Northern California having high enrollments of language minority (Spanish language) students. Roger Brune, Director.
1975-1976	Research Assistant, Program in Teaching and Linguistic Pluralism, Stanford Center for Research and Development in Teacher Education (now CERAS), Stanford University, California. Assisted in development of Teacher Test Battery, General Elementary Subject Matter, Spanish Language Version. Specifically responsible for developing Social Science and Arts & Crafts sections of Battery. Also assisted in coding, analysis, and writing of results. Dr. R. L. Politzer, P.I.; Dr. B. Merino, Research Associate.
1974-1975	Master’s Thesis Research. Design and administration of 7-point Likert scale instrument to Anglo- and Mexican-American school counselors in Santa Clara County, California, to determine preferences for six socialization models. Results indicated that counselors could distinguish between the two extremes but not among the four remaining socialization models. Department of Social Sciences, Mexican American Graduate Studies, San Jose State University, San Jose, California.