My name is Alberto De La Cruz. I am originally from Peru but have lived in the US since 1994. I moved to Richmond Hill, GA, in 2004 since I was stationed at Fort Stewart. I have a bachelor’s degree in computer science from Felician University (formerly Felician College) and a master’s degree in Information Technology, with a concentration in software development, from Nova Southeastern University. I am in my third year of the Educational Leadership in Higher Education doctoral program at Georgia Southern University.
I am an assistant professor at Savannah State University, teaching computer science courses with an emphasis on computer programming, networking, and cybersecurity. I have also been the program coordinator for the Computer Science Technology program for the last six years. I have been working at Savannah State University for 17 years.
My military training has prepared me with valuable leadership skills. This program continues that training and is a significant step toward my professional goals. It will further enhance my academic knowledge and prepare me to be a strong leader, contributing to the success of my current institution and the welfare of its students.
My research interest is to identify the resources needed to attract young Black women and URM (Underrepresented minority) to pursue a computer science or engineering degree in college. My research interest study will also identify ways the K-12 education system can create awareness among young Black women and URM toward STEM, particularly computer science.
Alberto De La Cruz
My personal goal is to provide the students with a complete understanding (theoretical, analysis, and proof) of course material for all the courses I teach. I firmly believe that interactive learning is a major part of learning in Computer Science and any field of study. I expose my students to a lecture to help them understand the concept and then with multiple hands-on activities to allow them to apply the concept learned. I encourage all students’ critical thinking and analysis to be able to solve any given problem since I know they are capable of doing so. In addition, I allow students to work in pairs (dual programming). This activity will help them to create an environment to share and execute their ideas into assignments and/or group projects. Dual programming is a very important technique, and I recommend that all Computer Science Technology students learn this technique since, nowadays, most organizations create teams to work on different projects simultaneously.
During lectures, I strongly recommend students ask questions; however, I always ask the students to put time and effort into reading the course material before the lecture. I do believe that this is very important since computer science concepts sometimes may be very challenging for some students. Over the years of teaching, I have noticed that some students are not comfortable asking questions in class, and that is why I let the students know that I am always available to help them understand and clarify any doubts/concerns during my office hours or any other specific time; I always encourage them to come to see me. I believe knowing the student is also very important since the student-faculty relationship is created and helps them strengthen their knowledge and capability to achieve a future goal.
Furthermore, I believe that mentoring students at an early stage is very important since SSU is a historically minority and underrepresented institution many students that join the program are the first person attending college in their families. As a Computer Science Technology program coordinator, I strongly believe, as I mentioned before, that knowing the students that we advise, mentor, and teach is extremely crucial for them to succeed and reach their highest potential. I always help students even if they are not my advisees, my door is always open to mentor and assist any student.
Finally, I strongly believe that as a Computer Science teacher, I must keep up with the current technological changes; that is why I keep constantly engaging with professional development to better assist the program by updating the curriculum and better assisting the students with new material. As a member of the Association for Computing Machinery and IEEE Computer Society, I am eligible to take courses that help me keep my educational background and expertise up-to-date. I am always open to suggestions from my students and colleagues to improve my teaching style to better assist students in the future.
Alberto De La Cruz
I perceive leadership as a multifaceted skill set encompassing integrity, vision, responsibility, motivation, support, teamwork, mentorship, decision-making, influence, contribution, and management. Throughout my career, I have witnessed individuals with these essential skills effectively guide their teams toward achieving organizational goals. However, I have also observed that leadership teams often struggle to meet their objectives due to lacking these critical competencies. It is crucial to recognize that achieving an organization's vision with limited resources can be particularly challenging.
To me, leadership signifies the ability to guide a group toward a shared goal by cultivating a common vision. A leader must communicate this vision effectively and inspire their team to strive toward achieving it. This entails making tough decisions with integrity, motivating team members during low points, and fostering an environment of open communication. One of the most vital skills a leader can possess is listening actively and engaging with their team. Effective delegation and teamwork are also essential; no leader can reach organizational goals alone. Each team member must understand their role, and as a leader, it is my responsibility to provide the necessary support and resources for the team to thrive and succeed.
My experiences with both practical and ineffective leaders have profoundly shaped my understanding of leadership. I have encountered individuals who lead by example and earn the respect of their colleagues, successfully guiding teams to achieve their objectives. Conversely, I have also seen leadership teams fall short due to insufficient skills or resources. A former supervisor often reminded me that “a good leader always leads by example,” a principle that resonates deeply with me. Leadership requires a combination of qualifications and skills; not everyone possesses the necessary attributes to lead effectively. Critical skills such as decision-making and communication are paramount, as their absence can jeopardize an organization's success.
Various experiences, including my tenure at a private pharmaceutical company, military service, and academic pursuits in higher education, have informed my understanding of leadership. Each context has provided unique insights into the qualities and practices that define effective leadership. While I recognize that my experience in the public sector is limited, I believe leadership principles are often consistent across different environments.
Alberto De La Cruz
EDLD 9634: Research Seminar IV
Course Description: The objective of this course is to prepare and assist the graduate student to successfully write and orally defend the Dissertation document. The fourth in a four-course series provides students with the opportunity to develop and complete their Educational Leadership Portfolio to showcase their Tier II work as a doctoral student to transition into Tier III of the dissertation phase as a doctoral candidate. This course will focus on compiling and presenting a Reflective Program Portfolio as well as refine their research agenda to be able to present their doctoral achievements and outcomes to a community of scholars.
Course Syllabi:
Course Reflection: Research Seminar IV has been a defining course in my doctoral journey, serving as the bridge between structured coursework and the independence required for the dissertation phase. Throughout this seminar, I was challenged to refine my research problem, ensure alignment among my purpose statement, research questions, and theoretical framework, and strengthen the methodological foundation of my study. The process required careful revision, critical thinking, and sustained attention to detail. Engaging in scholarly dialogue with peers and receiving constructive feedback helped me clarify my ideas and sharpen my focus. Each revision strengthened the coherence of my proposal and deepened my understanding of rigorous research design.
Although the workload was demanding, particularly while balancing professional responsibilities, the experience strengthened my discipline, resilience, and confidence as a scholar. This course reinforced the importance of clarity, precision, and intentional alignment in doctoral-level research. More importantly, it helped me move from simply understanding research concepts to applying them meaningfully within my own study. As I prepare to enter the dissertation phase, I do so with a clearer vision, stronger methodological grounding, and a renewed commitment to conducting research that contributes to educational leadership and advances equitable practices in computer science education.
Assignment Reflection: Research Seminar IV was especially impactful as it culminated in the mock defense and the development of my infographic assignment. Preparing for the mock defense required me to clearly articulate my research problem, purpose, theoretical framework, and methodology with confidence and precision. It pushed me to anticipate questions, defend my design choices, and demonstrate strong alignment across all components of my study. The experience strengthened my ability to communicate complex ideas clearly and respond thoughtfully to feedback, skills that will be essential during the dissertation defense. The constructive critiques I received helped me refine my arguments and identify areas that required further clarity and support.
The infographic assignment complemented the mock defense by challenging me to present my research in a concise and visually engaging format. Translating detailed scholarly work into a clear, organized visual summary required intentional focus on the most essential elements of my study. This process reinforced the importance of clarity, structure, and audience awareness when presenting research. Together, the mock defense and infographic assignment enhanced both my scholarly communication skills and my confidence as I prepare to enter the dissertation phase with a stronger, more focused research foundation.
Mock Defense and infographic Assignment:
EDLD 9435: Transformative Educational Leadership Practice II
Course Description: The final course in a two-course series focuses on two critical concepts: Transformative Education and Enlivened Learning from a global, interdisciplinary perspective. Candidates explore current transnational issues relevant to education, and review these issues from critical social justice theoretical perspectives, including anti-racism, post/anti-colonialism, Marxism, disability studies, feminist perspectives, and theories of intersectionality. Candidates also examine the practices of critical self-reflexivity, resistance, and healing to pursue social change.
Course Syllabi:
Course Reflection: Readings in Diversity and Social Justice has been an intellectually grounding and personally transformative course in my doctoral journey. The diversity and social justice chapters challenged me to move beyond surface-level understandings of inclusion and instead critically examine systems of power, privilege, and oppression embedded within educational institutions. Through these readings, I deepened my awareness of how race, gender, socioeconomic status, and other intersecting identities shape educational access and outcomes. The course encouraged me to interrogate dominant narratives and recognize how inequities are sustained through policies, practices, and unexamined assumptions. Engaging with these frameworks strengthened my ability to analyze institutional structures through a social justice lens.
This course also reshaped my understanding of leadership. I now see educational leadership as an active commitment to equity, advocacy, and systemic change rather than passive support for diversity initiatives. The chapters reinforced the importance of culturally responsive practices, critical self-reflection, and intentional decision-making that centers marginalized voices. As I continue my doctoral work, I carry forward a clearer responsibility to lead in ways that challenge injustice, promote access, and create inclusive environments where all students can succeed.
Assignment Reflection: The conference proposal assignment was a valuable opportunity to think about my research beyond the classroom and consider its contribution to the broader scholarly community. Developing the proposal required me to clearly articulate the significance of my study, identify the target audience, and present my ideas in a concise and compelling format. Unlike traditional academic papers, the proposal demanded clarity, focus, and strategic framing to align with conference themes and expectations. This process strengthened my ability to communicate the relevance of my research in a way that highlights both its scholarly rigor and its practical implications for educational leadership and computer science integration.
The assignment also encouraged me to view myself as an emerging scholar capable of contributing to professional conversations at regional and national levels. It challenged me to think about dissemination, impact, and how my research can inform policy, leadership practice, and equity initiatives. Preparing the proposal increased my confidence in presenting my work publicly and reinforced the importance of sharing research to foster dialogue and change. Overall, this experience helped me see research not only as a requirement for degree completion but as an ongoing commitment to contributing meaningful knowledge to the field.
Conference Program Proposal Assignment:
EDLD 9633: Research Seminar III
Course Description: The third in a four-course series designed to assist doctoral students to become consumers as well as creators of academic research, this course builds on the foundations created in Research Seminar I and II to focus student efforts on ascertaining the most suitable methodological approach for their study.
Course Syllabi:
Course Reflection: Research Seminar III was a pivotal course in refining my understanding of research design, particularly the distinctions and applications of quantitative, qualitative, and mixed methods approaches. Throughout the course, I examined how different methodologies shape the types of questions we ask, the data we collect, and the conclusions we draw. Exploring quantitative methods strengthened my understanding of measurement, variables, and statistical analysis, while qualitative approaches deepened my appreciation for lived experiences, meaning-making, and contextual interpretation. Learning about mixed methods research helped me recognize the value of integrating both numerical data and narrative insight to provide a more comprehensive understanding of complex educational issues.
This course challenged me to think critically about methodological alignment and to intentionally justify the research approach most appropriate for my study. Through discussions, assignments, and feedback, I became more confident in evaluating the strengths and limitations of each design and in articulating why a particular method best addresses a given problem of practice. Although the workload required careful time management, the experience significantly strengthened my research literacy and analytical skills. Research Seminar III prepared me to approach my dissertation with greater clarity, ensuring that my methodological choices are purposeful, rigorous, and aligned with my research goals.
Assignment Reflection: This assignment strengthened my understanding of how quantitative, qualitative, and mixed methods approaches function both independently and collectively within a research study. Breaking down each component, data collection, data analysis, and resulting products, allowed me to clearly see the distinctions between survey-based statistical analysis and interview-based thematic exploration. Designing the quantitative portion helped me think intentionally about measurable variables such as STEM exposure, mentorship opportunities, and institutional support, and how statistical tools like regression and correlational analysis can reveal patterns and relationships. At the same time, outlining the qualitative process reinforced the importance of capturing lived experiences through semi-structured interviews, coding transcripts, and developing themes that provide depth and context beyond numerical data.
The integration and interpretation section was particularly meaningful because it highlighted the strength of mixed methods research. Merging statistical trends with participant narratives demonstrated how numbers can identify what is happening, while qualitative findings help explain why those patterns exist. This assignment deepened my appreciation for methodological alignment and the intentional design required to connect datasets in a meaningful way. It also strengthened my ability to conceptualize how combined findings can lead to actionable strategies and informed recommendations. Overall, the exercise enhanced my confidence in designing comprehensive research that is both analytically rigorous and grounded in lived experience.
Mixed Method Diagram Assignment:
EDUR 9231: Qualitative Research in Education
Course Description: This course is designed for graduate students who are approaching the completion of their course work or working on qualitative research projects. This course examines qualitative methods used in social science research, focusing primarily on observation, data collection, data analysis and alternative data representations. Course readings on specific research methods will contribute to the formulation of research analysis projects carried out during the semester. Recent literature on the theoretical and ethical aspects of qualitative methods will also be considered in this course.
Course Syllabi:
Course Reflection: Qualitative Research in Education has been one of the most impactful courses in my doctoral journey. This course deepened my understanding of how research can center lived experiences, amplify marginalized voices, and uncover the meaning individuals assign to their educational realities. Through exploring various qualitative traditions, such as phenomenology, case study, and narrative inquiry. I developed a stronger appreciation for the depth and richness that qualitative methods bring to educational research. The course challenged me to think beyond measurement and statistics, and instead focus on context, perspective, and interpretation. Learning about reflexivity, positionality, and trustworthiness strengthened my awareness of the researcher’s role and responsibility in shaping the research process.
This course also enhanced my practical research skills, including developing interview protocols, conducting thematic coding, and ensuring credibility through strategies such as member checking and audit trails. The emphasis on alignment between research questions, methodology, and data analysis reinforced the importance of intentional design in qualitative inquiry. While the process required careful attention to detail and thoughtful reflection, it increased my confidence in conducting meaningful, rigorous qualitative research. Overall, Qualitative Research in Education has not only expanded my methodological knowledge but has also reinforced my commitment to conducting research that contributes to equity, inclusion, and transformative change in educational settings.
Assignment Reflection: Writing the subjectivity statement was a meaningful and thoughtful experience that required me to examine my own positionality as a researcher. It challenged me to reflect on how my personal background, professional experiences, beliefs, and values shape the way I approach research questions, interpret data, and interact with participants. . Rather than viewing subjectivity as a limitation, I began to understand it as an important component of qualitative research that must be acknowledged and managed with transparency. This process strengthened my awareness of potential biases and assumptions, particularly in relation to issues of equity, leadership, and computer science education.
Developing the statement also reinforced the importance of reflexivity throughout the research process. By intentionally identifying my perspectives and motivations, I am better prepared to engage in ongoing self-reflection, document decisions, and maintain an audit trail that supports trustworthiness. The assignment encouraged me to approach my work with humility and intentionality, recognizing that my interpretations are influenced by my lived experiences. Ultimately, the subjectivity statement deepened my understanding of ethical research practice and strengthened my commitment to conducting scholarship that is both rigorous and self-aware.
Subjectivity Statement Assignment:
EDLD 9534: Pedagogical Issues in Educational Leadership
Course Description: This course will explore and critically examine recent scholarly writing and research on teaching and learning in higher education. Topics will include recent developments in adult education theory, innovations in curriculum design and delivery, best practices in college teaching, student support services, and assessment practices.
Course Syllabi:
Course Reflection: Emerging Pedagogical Issues in Educational Leadership has been an intellectually engaging and forward-thinking course that challenged me to critically examine how evolving trends, technologies, and social dynamics are reshaping teaching and leadership in higher education. Throughout the course, I gained a deeper understanding of how issues such as digital transformation, inclusive pedagogy, student engagement, and shifting learner demographics require leaders to be adaptable, evidence-based, and equity-minded. The readings and discussions pushed me to move beyond traditional leadership models and consider how pedagogical decisions intersect with institutional policy, faculty development, and student success. I also developed a stronger appreciation for the importance of aligning leadership practice with research on how learning works, ensuring that innovation is grounded in sound educational principles.
This course has strengthened my perspective as a scholar-practitioner in Educational Leadership. It reinforced that effective leadership in higher education is not solely administrative, it is deeply connected to the quality of teaching and learning experiences. Engaging with emerging pedagogical issues has expanded my awareness of how leaders must proactively respond to challenges such as online learning expansion, equity gaps, and evolving student expectations. As I continue toward the dissertation phase, I carry forward a clearer vision of how educational leadership can intentionally support inclusive, innovative, and student-centered learning environments that respond thoughtfully to the changing landscape of higher education.
Assignment Reflection: Designing the hybrid learning modules with AI integration was one of the most meaningful assignments in this course because it required me to intentionally connect pedagogy, leadership, technology, and equity into one coherent instructional design. Rather than simply outlining workshop content, I had to think critically about audience needs, delivery format, learning outcomes, assessment alignment, and the purposeful integration of AI tools. Developing a hybrid structure—with asynchronous and synchronous components, pushed me to consider cognitive load, framework, and engagement strategies to ensure that both STEM and non-STEM students could meaningfully access and apply the material. I was especially intentional about designing progressive skill-building opportunities and incorporating peer-assisted learning to promote inclusivity and collaboration across disciplines.
Integrating AI tools such as ChatGPT into the modules also deepened my understanding of responsible and strategic AI use in educational leadership. Instead of using AI as a shortcut, I framed it as a support tool for explanation, debugging, assessment, and simulation. This required me to reflect on how AI can enhance learning while still preserving student critical thinking and problem-solving. The assignment strengthened my ability to align learning objectives, instructional strategies, and assessments while maintaining clarity and coherence across modules. Overall, this project reinforced that effective educational leadership in higher education must balance innovation with intentional design, equity with rigor, and technology with pedagogy.
Designing a Hybrid Learning Module with AI Integration Assignment:
EDLD 9434: Transformative Educational Leadership Practice I
Course Description: The first in a two-course series introduces and defines the nature of change and transformation in education, investigates change strategies, and reviews and refines theories regarding educational transformation.Candidates examine transformative education and the vision, leadership, and drive ecessary to create innovative and transformative learning experiences. Candidates focus on three major concepts: change, transformation, and creativity, and examine how to effectively plan a transformative educational program or intervention at the micro/local level.
Course Syllabi:
Course Reflection: Transformative Educational Leadership I fundamentally reshaped my understanding of what it means to lead in higher education. Through Reframing Academic Leadership, I learned that leadership begins with sense making, the ability to interpret complex situations through multiple lenses rather than reacting from a single perspective. The four frames: structural, political, human resource, and symbolic, challenged me to move beyond simplistic problem-solving and instead ask deeper questions about alignment, power, culture, and meaning. I came to see that many leadership failures stem not from bad intentions, but from limited framing. This course helped me recognize that transformative leadership requires cognitive flexibility, ethical clarity, and the willingness to engage complexity rather than avoid it.
Equally impactful was the emphasis on moral leadership and sustaining integrity. The readings underscored that higher education leadership is both pragmatic and sacred, requiring courage, humility, and a deep sense of calling. I was especially struck by the idea that leaders must balance innovation with responsibility, politics with compassion, and strategy with shared governance. Transformative leadership is not about control or authority, it is about building trust, fostering inclusive cultures, and shaping meaning in times of uncertainty. This course strengthened my commitment to leading with purpose, reflection, and integrity, understanding that effective leadership in higher education demands both intellectual discipline and moral courage.
Assignment Reflection: This assignment deepened my understanding of how systemic inequities shape educational outcomes, particularly in the underrepresentation of Black women in computer science. Through examining this Problem of Practice, I recognized that the issue extends far beyond individual interest or ability; it is rooted in structural barriers, limited access to resources, implicit biases, and a lack of sustained support systems. Applying Fullan’s framework helped me see change as a complex, relational, and ongoing process grounded in moral purpose. Addressing inequity in STEM requires more than isolated programs, it demands capacity building, measurable outcomes, and a long-term commitment to sustainability. I learned that meaningful change must be intentional, data-informed, and centered on equity at every stage of implementation.
Additionally, integrating Bolman and Gallos’ four leadership frames strengthened my ability to think more strategically about transformative practice. The structural frame pushed me to consider policies, curriculum redesign, and clear pathways for Black women in computer science. The human resource frame emphasized mentorship, empowerment, and supportive relationships as foundational to persistence and belonging. The political frame reminded me that advocacy, coalition building, and resource allocation are essential to dismantling systemic barriers. Finally, the symbolic frame reinforced the importance of culture, representation, and celebrating success to inspire future generations. This assignment challenged me to move beyond awareness toward action, reinforcing my responsibility as a scholar-practitioner to lead with intentionality, equity, and a commitment to transformative change.
Problem of Practice Assignment:
EDLD 9632: Research Seminar II
Course Description: The second in a four-course series designed to assist doctoral students to become consumers as well as creators of academic research, this course builds on the foundations of Research Seminar I to focus student eKorts on compiling a comprehensive review of literature based upon their selected area of study.
Course Syllabi:
Course Reflection: Research Seminar II was a transformative experience that significantly strengthened my understanding of the research process, particularly in developing and writing a comprehensive literature review. Through our readings, especially the structured guidance on writing literature reviews, I learned that strong scholarship requires more than gathering articles and summarizing findings. The process involves managing the literature search systematically, analyzing primary research critically, organizing findings into meaningful themes, and synthesizing patterns to build a coherent argument. The emphasis on navigating digital databases, refining keywords, identifying landmark studies, and distinguishing between assertion and evidence helped me approach research with greater intentionality. I now understand that a literature review must establish context, identify gaps, and clearly justify the need for the proposed study rather than simply report what others have written.
The course also reinforced the importance of scholarly voice, organization, and ethical responsibility. I gained a deeper appreciation for structuring my work around a clear thesis, using subheadings strategically, and ensuring logical flow throughout my argument. The step-by-step writing process, from outlining to drafting to editing, encouraged me to see revision not as correction but as refinement. In addition, the strong focus on avoiding plagiarism, properly crediting ideas, and maintaining academic integrity heightened my awareness of the ethical dimensions of research. Overall, Research Seminar II strengthened my confidence as a scholar-practitioner by equipping me with practical tools, disciplined writing habits, and a clearer understanding of how rigorous research can contribute meaningfully to educational practice and policy.
Assignment Reflection: This assignment provided me with a meaningful opportunity to examine the factors influencing Black women and underrepresented minority students in pursuing a degree in computer science technology. Developing the research purpose and refining the research question strengthened my ability to ensure clarity, alignment, and focus in scholarly work. I gained a deeper understanding of how important it is to connect the research question directly to the problem being studied. Applying Social Cognitive Theory enhanced my ability to frame the study within a strong theoretical foundation, particularly by examining the roles of observational learning, social environments, and self-efficacy. This process helped me better understand how personal beliefs and social influences shape students’ academic and career decisions.
The literature review process strengthened my skills in synthesizing research rather than simply summarizing individual studies. Identifying key themes such as low representation, misperceptions of the field, K–12 preparation, exposure programs, and institutional support reinforced the complexity of increasing diversity in computer science. I also became more intentional about organizing my work so that each section logically connected to the next, ensuring coherence throughout the presentation. Overall, this assignment increased my confidence as a scholar by improving my critical thinking, theoretical application, and ability to connect research to real-world educational equity issues.
Literature Review Outline Assignment:
EDUR 9131: Doctoral Research Methods
Course Description: The purpose of this course is for doctoral-level students to gain a firm foundation in educational research prior to enrollment in the more specialized courses in quantitative or qualitative methods. Students engage in an applied research project that updates their understanding of quantitative research procedures (hypothesis generation, sampling theory, instrument construction, measurement concepts and descriptive and inferential statistics). Emphasis is on the "hands-on" application of advanced quantitative inquiry skills.
Course Syllabi:
Course Reflection: The Research Methods and Quantitative Research course significantly strengthened my understanding of how to design, analyze, and interpret empirical studies using quantitative approaches. Throughout the course, I developed a clearer understanding of the scientific research process, including problem identification, hypothesis development, variable operationalization, research design selection, and statistical analysis. One of the most valuable lessons I learned was the importance of aligning the research question with the methodology. I now better understand how selecting an appropriate quantitative design, whether descriptive, correlational, or experimental, directly impacts the validity and reliability of the findings. This course helped me move beyond simply consuming research to critically evaluating methodological rigor, sampling strategies, measurement tools, and statistical outcomes.
Additionally, this course strengthened my confidence in interpreting statistical data and understanding key concepts such as reliability, validity, correlation, significance, and basic inferential statistics. While quantitative analysis initially felt complex, I developed a stronger appreciation for how data can provide objective evidence to support or challenge assumptions. I also learned the importance of ethical considerations, accurate data reporting, and minimizing bias in research design. Overall, this course enhanced my ability to think analytically, apply quantitative reasoning to real-world problems, and design research studies that can contribute meaningful, evidence-based insights to the field of education.
Assignment Reflection: This assignment deepened my understanding of multiple linear regression and hierarchical modeling as tools for examining predictive relationships across multiple variables and time points. Analyzing how academic emotions at the beginning, middle, and end of the semester predicted end-of-semester cognitive strategy use allowed me to see how complex psychological constructs interact over time. I learned the importance of structuring regression models in blocks to examine incremental variance and determine whether later time points contribute unique explanatory power beyond earlier measures. Observing the increase in R2 across models, from .173 in Model 1, to .245 in Model 2, and .508 in Model 3—helped me understand how adding predictors can meaningfully improve explanatory strength when theoretically justified.
Interpreting the coefficients also strengthened my ability to critically analyze statistical findings beyond overall model significance. I learned to examine beta weights, significance levels, and directionality to interpret the nuanced roles of positive and negative emotions. For example, hope consistently emerged as a strong positive predictor, while shame demonstrated a significant negative relationship in later models. I also found it interesting that enjoyment shifted direction in the final model, highlighting how relationships can change when additional variables are included. This assignment enhanced my confidence in reading ANOVA tables, model summaries, and hierarchical regression outputs, and it reinforced the importance of connecting statistical findings back to theoretical meaning. Overall, this experience improved my quantitative reasoning skills and my ability to interpret complex regression analyses within an educational research context.
Multiple Linear Regression Assignment:
EDLD 9531: Educational Leadership in the 21st Century
Course Description: This course is planned for current and prospective leaders who seek to learn more about leadership in P-20 education in this new global era. Students will study several theoretical perspectives that have gained some credibility and research basis over the last several decades. Participants will be asked to relate course material to their own current experience and personal goals. The ultimate goal of the course will be to create a personal knowledge base from which to create a plan for developing or refining one’s own leadership outlook as a current or prospective professional in higher education administration.
Course Syllabi:
Course Reflection: Reflecting on this course and all the information it covered this semester, I am amazed by the depth and relevance of the material regarding leadership in P-12 and higher education institutions within an increasingly globalized context. Exploring various leadership theories has provided me with a robust framework to understand the complexities of educational leadership today. Engaging with established theories and recent research has allowed me to assess their applicability to my experiences and aspirations that can be applied directly in higher education leadership roles.
One of the most valuable aspects of this course was the emphasis on self-reflection and the application of theoretical concepts to our personal leadership journeys. By relating the course material to my previous and current role and future goals, I was able to identify specific areas for growth and development. This process has been influential in refining my leadership lens and fostering a greater awareness of the challenges and opportunities that lie ahead.
Collaborative discussions with peers further enriched my learning experience. Reading and listening to diverse perspectives on leadership practices in different educational contexts has broadened my understanding of effective leadership. This exchange of ideas has deepened my knowledge and inspired me to adopt a single or many leadership theories covered throughout the semester, depending on the situation.
In addition to these reflections, the assignments throughout the course have been particularly beneficial. They challenged me to synthesize and apply what I learned, reinforcing my understanding of key concepts while allowing me to explore my leadership style in greater depth. Completing these assignments helped clarify my vision as a leader and solidified my commitment to fostering an inclusive and collaborative environment in my future roles. Overall, this course has been transformative, equipping me with the knowledge and confidence to navigate the complexities of educational leadership and make a meaningful impact in my field.
Moreover, the course’s focus on creating a personal knowledge base has equipped me with practical strategies for navigating the complexities of leadership in a global era. As I work towards my professional goals, I feel more prepared to implement these insights and adapt them to the evolving landscape of higher education. This course has provided the necessary resources, and I look forward to applying what I have learned as I continue my journey in higher education.
Assignment Reflection: Reflecting on the interview with Dr. Mohamad Mustafa, I gained valuable insights into educational leadership in higher education. His 30 years of experience illustrate how various roles shape a leader’s approach. Dr. Mustafa emphasized collaboration and communication, viewing leadership as a service that prioritizes inclusivity.
He addressed challenges like budget cuts and declining enrollment, highlighting the need for transparency and innovative problem solving. His advice on shared governance and proactive planning resonated with me, reinforcing that effective leadership requires strategic thinking and a collaborative culture. This interview deepened my understanding of leadership’s complexities and the importance of adaptability in meeting institutional needs.
Leadership Interview Assignment:
EDLD 9631: Research Seminar I
Course Description: The first in a four-course series designed to assist doctoral students to become consumers as well as a creator of academic research, this course provides students with an introduction to the dissertation process, intensive academic writing, and scholarly practitioner research based on the guiding principles of the Carnegie Project on the Education Doctorate.
Course Syllabi:
Course Reflection: Reflecting on this course and all the information it covered this semester, I found it to be a transformative introduction to the dissertation process and academic research. As the first course in a four-course series, it has laid a solid foundation for my academic journey. The structure and content were designed to guide doctoral students through the complexities of academic writing and the influences of scholarly practitioner research, grounded in the principles of the Carnegie Project on the Education Doctorate.
One of the most valuable aspects of the course was the emphasis on intensive academic reading. Engaging with various writing techniques and styles enhanced my ability to articulate complex ideas clearly and concisely. The feedback from the professor and peers was instrumental in refining my skills, allowing me to confidently approach my research. Additionally, the focus on scholarly practitioner research has encouraged me to think critically about the implications of my work in real-world educational settings. This practical application of research principles is vital for developing a meaningful dissertation that contributes to both theory and practice.
The course also fostered a collaborative learning environment, where sharing ideas and experiences enriched the discussions. Interacting with fellow doctoral students provided diverse perspectives on the dissertation process, highlighting the importance of community in academic growth. This collaborative spirit motivated me and reinforced the value of networking and support among peers.
Overall, this course has significantly advanced my understanding of the dissertation process and the expectations that come with it. I feel better equipped to navigate the challenges ahead with a clearer vision of how to approach my research. I look forward to applying the skills and insights gained in this course as I continue my doctoral journey, confident in my ability to contribute to the field of education through rigorous scholarship.
Assignment Reflection: Reflecting on the Literature Review Matrix assignment, I found it to be an invaluable exercise in synthesizing diverse research on the underrepresentation of women and minorities in computing fields. Analyzing the articles highlighted key themes, such as the impact of intersectionality, the importance of supportive environments, and the role of stereotypes in shaping career choices.
This assignment improved my ability to critically evaluate scholarly work and understand the complexities of gender and race in STEM education. It reinforced the need for inclusive practices and policies to foster equitable participation, which is essential for advancing diversity in computer science and related disciplines
Literature Matrix Review Assignment:
Alberto De La Cruz
Articles of Interest:
Transformational vs Servant Leadership (Linberg, 2022)
Evolving Concepts, Trends, and Challenges in the Internationalization of Higher Education in the WorldTransformational vs Servant Leadership (de Wit, 2018)
Theoretical and conceptual framework: Mandatory ingridients (Adom et al., 2018)
A Qualitative Case Study of All-but-Dissertation Students at Risk for Dissertation Noncompletion: A New Model for Supporting Candidates to Doctoral Completion (Hanson et. al (2022)
Alberto De La Cruz
As I approach the transition from coursework into the dissertation phase as a doctoral candidate in Educational Leadership in higher education, I find myself reflecting on how transformative this journey has been. The program has challenged me to think strategically about leadership, policy, equity, and institutional effectiveness within complex educational systems. Throughout my studies, I have developed a growing research interest in computer science education and the integration of computer science within the K–12 system, particularly as it relates to access, preparation, and long-term participation in higher education. Examining the connections between early exposure, institutional structures, and postsecondary pathways has deepened my understanding of how leadership decisions at both the K–12 and higher education levels influence representation and opportunity in STEM fields. Balancing rigorous coursework with professional responsibilities required resilience and discipline, but those challenges strengthened my confidence and sharpened my scholarly voice.
Entering the dissertation phase represents a shift from structured learning to independent inquiry. I now move from analyzing existing research to contributing new knowledge that bridges K–12 computer science integration and higher education leadership. This next stage calls for sustained focus, intentional scholarship, and a clear commitment to advancing equity across educational systems. I am motivated to conduct research that informs policy and leadership practices that strengthen the integration of computer science within the K–12 system while building coherent pathways into higher education. My focus is on examining how early exposure, curriculum access, teacher preparation, and institutional collaboration shape students’ readiness and confidence to pursue computing fields. This doctoral journey has not only refined my academic and leadership skills but has also sharpened my commitment to advancing equitable computer science education. My purpose is to promote educational leadership that expands access to high-quality K–12 computer science programs, aligns them with postsecondary opportunities, and creates sustainable, inclusive pathways into computing careers.
Alberto De La Cruz