Cristo Leon, Ph.D.
New Jersey Institute of Technology, Sponsored Research Programs Administration, Director of Research
Cristo León, Ph.D., graduated with an honorable mention "Summa Cum Laude" in 2015 and received a recognition as "Leader of the EXATEC generation" in 2021 by the Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) in Mexico. His research focuses on innovation, convergence, storytelling and social responsibility.
Currently, Cristo is the Director of Research for the College of Science and Liberal Arts for the New Jersey Institute of Technology, located in Newark New Jersey USA, where he manages the logistics of research programs as well as pre and post-award actions for +90 active grants, overseeing the submission process of +100 proposals per year, serving as a liaison with the Office of Research, the College Dean, 6 departments and over 100 faculty PIs.
Cristo’s experiences have included over 13 years in directive positions. Managing logistics, facilitating organizational development training, designing business innovation plans, and implementing innovation projects for organizations including NJIT, Northern Ocean Habitat for Humanity, Ocean County College, Monterrey Institute of Technology & Higher Education, and the University of Veracruz.
Publications
Lipuma, J., & Leon, C. (2019). E-GOALS Criteria for Online Oral Presentations. 417–426. https://www.learntechlib.org/primary/p/211109/
Lipuma, J., Leon, C., & Reich, J. (2019). Future Ready Schools – New Jersey: A Collective Impact Success Story. 2019, 106–113. https://www.learntechlib.org/primary/p/210409/
Supervisors: Kevin Belfield, Ph.D., Eric D. Hetherington, Ph.D., and Victor Guzman Zarate, Ph.D
Currently, Cristo is the Director of Research for the College of Science and Liberal Arts for the New Jersey Institute of Technology, located in Newark New Jersey USA, where he manages the logistics of research programs as well as pre and post-award actions for +90 active grants, overseeing the submission process of +100 proposals per year, serving as a liaison with the Office of Research, the College Dean, 6 departments and over 100 faculty PIs.
Cristo’s experiences have included over 13 years in directive positions. Managing logistics, facilitating organizational development training, designing business innovation plans, and implementing innovation projects for organizations including NJIT, Northern Ocean Habitat for Humanity, Ocean County College, Monterrey Institute of Technology & Higher Education, and the University of Veracruz.
Publications
Lipuma, J., & Leon, C. (2019). E-GOALS Criteria for Online Oral Presentations. 417–426. https://www.learntechlib.org/primary/p/211109/
Lipuma, J., Leon, C., & Reich, J. (2019). Future Ready Schools – New Jersey: A Collective Impact Success Story. 2019, 106–113. https://www.learntechlib.org/primary/p/210409/
Supervisors: Kevin Belfield, Ph.D., Eric D. Hetherington, Ph.D., and Victor Guzman Zarate, Ph.D
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Papers by Cristo Leon, Ph.D.
La metodología implementada fusiona el Modelo GPE con técnicas avanzadas de revisión literaria y codificación axial, inspiradas en la teoría constructivista fundamentada, promoviendo un método sistemático para el análisis crítico de textos académicos, específicamente en el campo de la Historia.
Los hallazgos de este estudio se articulan a través de una matriz estructurada bajo el Modelo GPE, la cual facilita una organización meticulosa y eficaz de los resultados de la revisión literaria, subrayando la importancia de establecer conexiones entre conceptos generales, particulares y específicos. Esta organización metodológica no sólo propicia la detección de tendencias y vacíos investigativos, sino que además proporciona una plataforma robusta para la gestación de futuros estudios.
Las repercusiones de este estudio son de gran valor para la comunidad académica, particularmente para aquellos estudiantes universitarios en la fase de desarrollo de sus tesis, así como para investigadores en búsqueda de técnicas más efectivas para la revisión de literatura. La implementación del Modelo GPE fomenta una comunicación transdisciplinaria efectiva y contribuye a la elevación de la calidad y profundidad en el análisis literario. Futuras líneas de investigación podrían incluir la evaluación de la viabilidad del modelo en la conformación de tesis de grado, ofreciendo herramientas esenciales para la valoración de la calidad y relevancia de las fuentes, así como su alineación con las preguntas de investigación planteadas. Este esfuerzo colaborativo, llevado a cabo por un doctorando en administración de negocios y una estudiante de grado en Historia, ilustra la capacidad de la transdisciplinariedad para enriquecer el ámbito académico, promoviendo un intercambio dialógico más integrador entre diversas disciplinas y facilitando una relación de mentoría efectiva.
This paper will describe how TDC assisted in the success of this work. The lead author is the Assistant Director for Assessment and Accreditation at New Jersey Institute of Technology (NJIT), an R1 polytechnic university in the U.S.A. In this role, he was required to lead faculty and other stakeholders in redesigning and implementing a new process for assessing NJIT's General Education Requirements (GER) program outcomes. The GER assessment initiative has fostered engagement with faculty members across various colleges and departments, all contributing to the General Education Requirement (GER) program's curriculum. This engagement stems mainly from ongoing collaborations with three key groups: The Faculty Senate's GER Subcommittee, a dedicated GER committee located within the College of Science and Liberal Arts (CSLA) at NJIT, and a diverse group of assessment-focused faculty, staff, and administrators spread across the institution.
This case study has identified specific challenges that can be resolved through the implementation of effective TDC. An example of these challenges was effectively communicating the accreditation requirements, best practices, and the importance of assessing the general education curriculum to a diverse faculty. A literature review of relevant research into the challenges of working with diverse faculty on assessment issues as well as TDC tools and best practices relevant to these challenges, is included. The paper describes the processes implemented and how TDC facilitated progress as part of divulging and translating concepts from assessment across disciplinary boundaries. Finally, the authors present a clear set of conclusions that provide recommendations for others who might engage in this type of collaborative co-design utilizing TDC.
All content in this magazine is licensed under a Creative Commons Attribution License. Attribution-Non-Commercial-Non-Derivatives 4.0 International (CC BY-NC-ND 4.0).
All content in this magazine is licensed under a Creative Commons Attribution License. Attribution-Non-Commercial-Non-Derivatives 4.0 International (CC BY-NC-ND 4.0).