Personal and Professional Self-Improvement

90-Day Reflection Journal

Now available on Amazon!

Now is the time to stop, take a deep breath, and reflect so that you can prepare for a better tomorrow!

The 90-Day Reflection Journal guides you through a structured, intentional, and strategic reflection process that focuses on daily lessons learned and can be used in any aspect of your personal or professional life.  In addition to the 90 days of reflection, the journal includes post-reflection activities that help you identify growth opportunities, establish goals, and map out steps to help you track and achieve those goals so that you can continue growing as an individual and live a fuller and more intentional life.

Higher Education Publications

More than Just Degree Completion: The Hard-to-Measure Impact of Community Colleges on the Local Economy

The impact of community colleges on the local economy goes far beyond just offering academic degrees.  Community colleges have the opportunity to build strong relationships and create opportunities for economic and social growth within local communities.  This article explores the relationships and opportunities that exist between community colleges and the communities with shifting educational and workforce landscape across the United States as we prepare for 2020 and beyond.

Teaching and Learning Publications

Moving to the Front of the Classroom: English Graduate Students as Composition Instructors

This phenomenological study explores how graduate students in an English department perceive their new roles as writing teachers. The findings show that even though the participants went through the same professional development program, they constructed different teacher identities based on their other identities and their experiences as students and writers.

Reading and Writing Basic Skills Test Prep Boot Camp

This case study focuses on a reading and writing boot camp intervention designed for students who placed into developmental reading and/or writing courses at a community college.  The goals of the boot camp were to reduce the time students spent in developmental education courses by improving placement levels for students not yet college-ready and to enhance academic success for students in their first semester and beyond.

Hispanic Generation 1.5 Publications

Engagement Experiences of Hispanic Generation 1.5 English Language Learners at a Massachusetts Community College

This study focuses on the engagement experience of Hispanic Generation 1.5 students who placed into ESL (English as a Second Language) courses at a Massachusetts community college.  The study employs naturalistic inquiry with an embedded descriptive case study design that included three units of analysis the students' engagement experience in (1) ESL courses, (2) developmental courses, and (3) mainstream courses.

Improving a Generation 1.5 Student's Writing

This case study focuses on a Hispanic Generation 1.5 student who completed all requirements for graduation except the completion of high stakes writing exams. Mixed methods are used to identify the student’s writing knowledge and abilities, and the data are used to create lessons for tutorial sessions. The pre and post writing assessments demonstrate a decrease in writing time and grammar errors as well as an increase in the use of complex and compound-complex sentences. Several lessons are identified for college tutors and teachers.

List of Additional Reports and Publications

Dinehart, L., Peña, J., & Larralde, A. (2008). Environmental assessment report: 2007-2008. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.

Dinehart, L., Chae, C., Peña, J., Britt, Y., & Lora, A. (2007). Child language and literacy assessment report:  2006-2007. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.

Peña, J. (2005). Scholarship of Teaching and Learning Report: Service-learning with my ESL students. Haverhill, MA: Northern Essex Community College.

Peña, J. (2004, Fall). The power of collaborative writing. Learning Assistance Association of New England Newsletter, 1-3.

Peña, J. (2002). Plugging holes: Lucy and Sue as desiring subjects. SOLAS—A Boston College Magazine. Boston: Boston College.

Peña, J., Britt, Y., Collado, G., Lora, A., Dinehart, L., & Chae, C. (2007). Teachers and Early Reading First: Commentary on the curriculum and professional development. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.

Peña, J., Britt, Y., Collado, G., Lora, A., Dinehart, L., & Chae, C. (2007). Teachers’ perceptions of factors that affect teaching and learning. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.

Peña, J., Britt, Y., Collado, G., Lora, A., Dinehart, L., & Chae, C. (2007). Implementation of Early Reading First: Direct instructional effects. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.

Peña, J., Chae, C., Dinehart, L., Wasserberg, M., Lora, A., & Britt, Y. (2008). Child language and literacy assessment report: 2007-2008. Miami, FL: Early Reading First, Early Learning Coalition of Miami-Dade/Monroe.