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 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
Work under progress...
Alberto De La Cruz