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Maria-Rosario Hernandez

Associate Professor

School Of Languages, Cultures & Linguis
Newman Building
Belfield
Dublin 4

Tel: +353 1 7168283
Email: charo.hernandez@ucd.ie

Biography

Name: Rosario Hernández
School: Languages and Literatures (Spanish and Portuguese Section)
Current Position: Associate Professor, School of Languages and Literatures, University College Dublin

Biography
I am Associate Professor in the School of Languages and Literatures. My primary degree was in Education and I also hold a B.A. and M.A. in Hispanic Studies. I completed a PhD in Education focusing on an analysis of the practices adopted in undergraduate Hispanic Studies programmes to assess students' learning. I have presented my work at international conferences, and published several articles on the impact that alternative assessment practices have on students' learning. My research interests include second language teaching and learning, assessment of student learning, teaching methodologies, the professional development of teachers and ICT in teaching. In 2007 I was awarded a Fellowship in Teaching and Academic Development as part of a new initiative at University College Dublin to develop more innovative teaching and learning practices and to enhance student learning.

Professional

Honours and Awards

Year: 2009.
Title: Best poster for Innovation in Teaching and Learning
Year: 1998.
Title: UCD President's Teaching Award
Year: 1996.
Title: President's Discretionary conference/Travel Grant
Year: 2005.
Title: Faculty of Arts Travel Grant
Year: 2007.
Title: UCD Fellowship in Teaching and Academic Development

Associations

Association: SRHE (Society for Research into Higher Education), Function/Role: Member
Association: ASELE (International Association for the Teaching of Spanish as a Foreign Language)., Function/Role: Member
Association: AISHE (All Ireland Society for Higher Education)., Function/Role: Member
     

Conference Contributions

Hernández. R: (2009) Creating an engaging learning environment. [Conference Organising Committee Member], Irish Conference on Engaging Pedagogy 2009, University College Dublin , 03-SEP-09 - 03-SEP-09.
Hernández, R; (2011) Delived a full paper. [Invited Oral Presentation], Assessment in Higher Education 2011, University of Cumbria, Carlisle , 06-JUL-11 - 07-JUL-11.
Hernández, R; (2012) Chaired session on Innovative Teaching. [Chaired Session], The Future of Education, Florence, Italy , 07-JUN-12 - 08-JUN-12.
Hernández, R; (2012) Delived a full paper. [Invited Oral Presentation], The Future of Education, Florence, Italy , 07-JUN-12 - 08-JUN-12.
Hernández, R.; (2010) Integrating self-directed learning into the curriculum. [National Refereed Conference Paper], First International Language Conference, Galway , 10-DEC-10 - 11-DEC-10.
Hernández, R.; (2008) Biennial EARLI/Nurthumbria Assessment Conference. [Poster Presentation (Refereed)], ENAC, Potsdam/Berlin , 27-AUG-08 - 29-AUG-08.
Hernández, R.; (2005) From a Testing to an Assessment Culture: A Study of Students' Learning. [International Refereed Conference], Education and Knowledge Economies, Dublin , 07-SEP-05 - 10-SEP-05.
Hernández, R.; (2005) The Impact of Innovative Assessment Practices on Students' Learning. [International Refereed Conference], The 1st International Conference on Enhancing Teaching and Learning through Assessment, The Hong Kong Polytechnic University, Hong Kong , 13-JUN-05 - 15-JUN-05.
Hernández, R.; (2007) Negotiating Criteria to Assess Students' Written Work. [Oral Presentation], INTED 2007, Valencia , 07-MAR-07 - 09-MAR-07.
Hernández, R.; (2007) Learning-oriented assessment: beyond a marriage of convenience. [Oral Presentation], AISHE, NUI Maynooth , 30-AUG-07 - 31-AUG-07.
Hernández, R.; (2007) Students' Engagement in the Development of Criteria to Assess Written Tasks. [Other], REAP 2007 Assessment design for learner responsibility, on-line conference, on-line , 29-MAY-07 - 31-MAY-07.
Hernández, R. ; (2000) Learning from the Learners. [Oral Presentation], Presidents Teaching Awards Forum, UCD, UCD , 18-OCT-00 - 18-OCT-00.
Hernández, R. ; (2000) The role of grammar in teaching Spanish as a second language. [Oral Presentation], First Symposium of Teachers of Spanish as a Second Language, Linguistics Institute of Ireland, Spanish Embassy Education Office and the Cervantes Institute, Dublin, 6-7 October 2000, Dublin , 06-OCT-00 - 07-OCT-00.
Hernández, R.; (2000) La evaluación entre alumnos: su integración en el proceso de aprendizaje. [International Refereed Conference], XIII Encuentro Práctico de Profesores de ELE, Escola Superior de Comerç Internacional, Zaragoza, Spain , 17-DEC-04 - 18-DEC-04.
Hernández, R. ; (1999) La expresión escrita en el aula,. [Plenary Lecture], X International ASELE Conference, Cádiz, Spain, 22-25 September 1999, Cadiz, Spain , 22-SEP-99 - 25-SEP-99.
Hernández, R.; (1997) Autonomía: el texto como instrumento para enseñar a aprender. [Oral Presentation], VIII International ASELE Conference, Alcalá, Spain, 17-20 September 1997, Alcala, Spain , 17-SEP-97 - 20-SEP-97.
Hernández, R.; (1996) La traducción pedagógica en la clase de ELE,. [N/A], VII International ASELE Conference. Almagro, Spain, 25-28 September 1996 (supported in part by the Presidents Discretionary Conference/Travel Fund), Almagro, Spain , 25-SEP-96 - 28-SEP-96.
Hernández, R. ; (1995) Contar hechos pasados: un caso de anglohablantes de ELE. [N/A], VI International ASELE Conference. León, Spain, 5-7 October 1995, Leon, Spain , 05-OCT-95 - 07-OCT-95.
         

Outreach Activities

External Examiner - Spanish DIT (2012-2015)
External Examiner - Spanish Language Centre- University of Warwick (2013-2017)
"La evaluación de la expresión escrita: Criterios de corrección", workshop for teachers at the Cervantes Institute, Dublin, 4 April 2003
‘¿Qué tipo de profesor soy? Las creencias de los profesores', workshop for teachers at the Cervantes Institute, Dublin, 8 December 2001.
‘Public Spanish Class for Beginners', Central Library ILAC Centre (organised by the Linguistics Institute of Ireland ITE to celebrate the European Year of Languages), 12 May 2001.
`La expresión escrita: una experiencia con universitarios', a workshop for teachers at the Cervantes Institute, Dublin 13 Februeary 1999.
 

Other Activities

External member of the Selection Board for Permanent Lecturer, DIT 25/04/2006 -
Assignments outside the University

‘La evaluación de la expresión escrita: Criterios de corrección', workshop for teachers at the Cervantes Institute, Dublin, 4 April 2003.
Qué tipo de profesor soy? Las creencias de los profesores', workshop for teachers at the Cervantes Institute, Dublin, 8 December 2001.

‘Public Spanish Class for Beginners', Central Library ILAC Centre (organised by the Linguistics Institute of Ireland ITE to celebrate the European Year of Languages), 12 May 2001.

‘La expresión escrita: una experiencia con universitarios', a workshop for teachers at the Cervantes Institute, Dublin 13 Februeary 1999.

Publications

 

Book Chapters

Hernández, R. (2014) 'How Technology Can Enhance Learning through Assessment and Reflection' In: Hernández, R & Rankin, P (eds). Higher Education and Second Language Learning: Promoting Self-Directed Learning in New Technological and Educational Contexts. Bern: Peter Lang. , pp.101-118 [Details]
Hernández, R. (2013) 'Supporting student learning through collaborative assessment tasks' In: C. Boyle (eds). Student learning: Improving practice. New York: Nova Science Publishers. , pp.91-104 [Details]
Hernández, R. (2007) 'The Impact of Innovative Assessment Practices on Students' Learning' In: Frankland, S (eds). Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model. The Netherlands: Springer. , pp.266-278 [Details]
Hernández, R. (2007) 'Using Peer and Self-assessment Practices to Assess Written Tasks' In: G. O 'Neill, S. Huntley-Moore, P. Race (eds). Case Studies of Good Practices in Assessment of Student Learning in Higher Education. Dublin: AISHE. , pp.85-89 [Details]
Hernández, R. (2001) 'La evaluación como estrategia docente en el desarrollo de la competencia escritora en ELE' In: M. A. Martín Zorraquino and C. Díez Pelegrín (eds). ¿Qué español enseñar? Norma y variación lingüísticas en la enseñanza del español a extranjeros. Zaragoza: Universidad de Zaragoza. , pp.431-438 [Details]
Hernández, R. (2000) 'La expresión escrita en el aula' In: M. Franco, C. Soler, J. de Cos, M. Rivas and F. Ruiz (eds). Nuevas perspectivas en la enseñanza del español como lengua extranjera II. Cádiz: University of Cádiz. , pp.909-918 [Details]
Hernández, R. (1999) 'Aprender a aprender a través de la lectura en Español como Lengua Extranjera' In: D. W. Cruickshank (eds). A Lifetimes Reading. Dublin: University College Dublin Press. , pp.115-125 [Details]
Hernández, R. (1998) 'Autonomía: El texto como instrumento para enseñar a aprender' In: ed. F. Moreno, M.Gil and K. Alonso, Madrid: Universidad de Alcalá, 1998 (eds). La enseñanza del español como lengua extranjera: del pasado al futuro. Alcalá: University of Alcalá. , pp.437-443 [Details]
Hernández, R. (1998) 'La traducción pedagógica en la clase de ELE' In: A. Celis and J.R. Heredia (eds). Lengua y cultura en la enseñanza del español a extranjeros. Ciudad Real: Universidad de Castilla-La Mancha. , pp.249-255 [Details]
Hernández, R. (1996) 'Contar hechos pasados: un caso de anglohablantes de E/LE' In: M. Rueda, E. Prado, J. Le Men and F. J. Grande (eds). Tendencias actuales en la enseñanza del español como lengua extranjera II. León: University of León. , pp.193-201 [Details]

Edited Books

Hernández, R. & Rankin, P (Ed.). (2014) Higher Education and Second Language Learning: Promoting Self-Directed Learning in New Technological and Educational Contexts. Bern: Peter Lang. [Details]

Peer Reviewed Journals

Hernandez, R (2012) 'Does continuous assessment in higher education support student learning?'. Journal of Higher Education, 64 :489-502. [DOI] [Details]
Hernández, R. (2012) 'Student Engagement in Learning-Oriented Assessment: A Case Study'. Global Education Review, 1 (2):22-30. [Details]
Hernández, R. (2012) 'Collaborative Learning: Increasing Students' Engagement Outside the Classroom'. US-China Education Review A, 2 (9):804-812. [Details]
Hennessy, E., Hernández, R., Kieran, P., & McLoughlin, H; (2010) 'Teaching and learning across disciplines: student and staff experiences in a newly modularised system'. Teaching in Higher Education, 15 (6):675-689. Available Online [DOI] [Details]
Hernández, R. (2000) ''El diario de aprendizaje''. Frecuencia-L, 14 :7-12. [Details]

Other Journals

Hernández, R. (1999) 'Noticias Delegaciones: Irlanda' Boletín de la Asociación para la Enseñanza del Español como Lengua Extranjera :10-11. [Details]

Conference Publications

Hernández, R. (2012) Increasing student engagement through collaborative learning outside the classroom . In: Pixel, (Publisher: Simonelli Editore University Press) eds. The Future of Education, Conference Proceedings Vol 2 Florence, Italy, , 07-JUN-12 - 08-JUN-12 , pp.332-335 Available Online [Details]
Hennessy, E., Hernandez, R., Kieran, P. & McLoughlin, H. (2008) Students' motivation for module choices in an Irish University Society for Research into Higher Education Annual Conference Liverpool, UK, Available Online [Details]
Hennessy, E., Hernández, R., Kieran, P. and McLoughlin H. ; (2008) Translating teaching and learning across disciplines in a modular system Universitas 21 Teaching and Learning Conference , 21-FEB-08 - 22-FEB-08 , pp.1-13 Available Online [Details]
Hernández, R. (2008) Student Engagement in Assessment for Learning . In: O'Riordan, F., Smyth, R., McGing G. and Toolan, F eds. Irish Conference on Engagement Pedagogy , 11-SEP-08 - 11-SEP-08 , pp.129-141 [Details]
Hernández, R. (2007) Learning-oriented assessment: beyond a marriage of convenience . In: Carey, L.; Huntley-Moore, S.; Jordan, A.; Magennis, S. and McMullin, B eds. AISHE International Conference: Teaching and Learning in the Changing World of Higher Education , 30-AUG-07 - 31-OCT-07 Available Online [Details]
Hernández, R. (2007) Students' engagement in the development of criteria to assess written tasks REAP International Online Conference on Assessment Design for Learner Responsibility , 29-MAY-07 - 31-MAY-07 Available Online [Details]
Hernández, R. (2007) Negotiating Criteria to Assess Students' Written Work INTED 2007 International Conference for Technology and Educational Development Valencia, [Details]
Hernández, R. (2004) La evaluación entre alumnos: su integración en el proceso de aprendizaje Proceedings of the Encuentro Práctico XIII Barcelona: International House/ Difusión, Available Online [Details]
                                                                                                                 

Research

Research Interests

Second Language Teaching and Learning.
Assessment of Student Learning.
Teaching Methodology and Materials' preparation.
ICT in Teaching.

Current Research
Developing student independent learning. Active involvement of students in assessing their learning.



 

Recent Postgraduates

Supervision of MA Minor Thesis
2006-07
1. Elizabeth Kielty. An Assessment of Spanish Provision in the Post-Primary Curriculum of the Republic of Ireland in accordance with the Diversification Policy Needs of the European Union.
2009-10
1. Moia Rowsome. A need for communication: Confronting the language needs of the 21st century Spanish student in the Irish Secondary School Junior Cycle through Communicative Language Teaching. 
2. Alanna Moore. The extent to which Humanistic Language Teaching can be incorporated into the French Leaving Certificate Syllabus.
2010-11
1. Claire Fitzgerald. Learner development beyond learning strategies: Raising metacognitve awareness in the L2 classroom.
2. Lara Synnott. Silence in the classroom? Supporting the language development of children who speak English as a second language in Irish pre-schools.  
3. Sadaf Raheel. Differentiated instructions (DI) for reading for second language learners as a result of Individual Difference Studies (IDs) at intermediate level. 
2011-12 
1. Maria Carr. Multilingualism and the Irish primary school context: A critical analysis.
2. Rachel Vickers. An investigation into the use of authenticity and experiential learning in the course book 'Cutting Edge Intermediate'.
3. Jane Doyle. Proposed framework to develop a whole-school policy based on interculturality in the context of a private English language institution.
2012-13
1. Giulia Abalos. Can complexity theory offer a theoretical insight into second language learning research?
2. Ciara Morris. Learning to learn: The instruction of language learning strategies in the context of Post Primary Modern Language education in Ireland today,
3. Brian Teevan. Introducing a compulsory oral examination at German Junior Certificate level: A positive step towards increased target language use in the classroom?  
4. Valeria Mariucci. The use of literature in the foreign language classroom for intercultural education purposes in the case of Italian Leaving Certificate syllabus.
5. Fidelma Rossiter. The development of Intercultural Communicative Competence in the context of the current Spanish leaving Certificate syllabus and examination in Ireland.
2013-14
1. Elisabet Gehlert. Linguistic identity in sociolinguistics and second language acquisition: the case of migration.
2. Ahemd Hasain Ahmed. The role of teaching pragmatics in the development of EFL learners' communicative competence: The potential learning and teaching challenges.
3. Lin Yuan. Language Learner Needs in the Chinese as a second language Listening Classroom.
4. Maryam Elder. Cambridge CELTA: Preparing trainees to teach and develop anywhere in the world? 
2014-15
1. Qi Zhou. Re-examining the attitudes of native and non-native English-speaking teachers teaching in EFL contexts: Second language pedagogy and second language acquisition perspectives. 
2015-16
1. Eoin Kestell. An investigation into the most appropriate time to introduce characters to second language learners of Chinese.  
2. Souaad Srabiet. The vocabulary development of preschool simultaneous bilingual children.
3. Jingqiong Xie.  "Turn on the 'autonomous learning' button" - An exploration of the critical role motivation and learner autonomy play in second language acquisition.
 
 

Current Postgraduate Students

Arwa Alyami, Doctor of Philosophy (PhD)   -   Thesis Supervisor

Teaching

Teaching Philosophy

Students have the potential for learning when provided with appropriate conditions. I believe that learning is a social activity and I see myself as a facilitator of learning, adopting a student-centred approach. A key motivation for my teaching is the development of life-long student learning.

Modules Coordinated

201600   SPAN30020     Spanish: Spanish Language III b
201600   SLL40110     Languages, Cultures & Ling: Research Methods
201600   SPAN10090     Spanish: Comunicacion Oral
201600   SLL30070     Languages, Cultures & Ling: Language experience abroad
201600   SLL40180     Languages, Cultures & Ling: Second Language Teaching
201600   SPAN20220     Spanish: La sociedad española actual
201600   SPAN20030     Spanish: Latin American Literature I
201600   SPAN30010     Spanish: Spanish Language III a
201600   SLL40330     Languages, Cultures & Ling: Intro to Applied Linguistics

Enhancement of Teaching

Socio-constructivist theories of education and contemporary pedagogy inform my teaching. Thus, I foster student engagement and active learning though collaboration, student reflection and the development of independent student learning. Taking into account the learning styles of my students, I design learning materials making use of multimedia and authentic texts (written, audiovisual) to develop their target language skills. I continually seek feedback from students on my teaching - orally through group activities (snowballing) or in writing - which allows teacher-student dialogue to drive changes. I believe that any improvements in teaching must be a two-way process between the students and the teacher, who set the aims together. Immediate ongoing review and revision actions benefit the students' learning experience during the module. I also use end-of-semester feedback on modules to inform future developments in my teaching in order to enhance progression and cohesion of programmes, and I follow the Common European Framework of Reference for language learning. The enhancement of modules taught by up to 4 or 5 tutors presents particular challenges, as the teaching team needs to work together to facilitate learning. Different teaching styles and levels of teaching experience are factors that students often note when expressing dissatisfaction with teaching in language modules. I believe in developing communities of practice where academics together address the challenges that arise from teaching in higher education. These have the potential to foster reflection on all aspects of teaching and learning, and to mutually support the implementation of innovations in teaching, learning and assessment.

Review and Enhancement of Curriculum

In the design of my modules, the learning outcomes inform the skills and knowledge that students must demonstrate at the end of the module. The assessment strategies are aligned with the teaching approach and the learning outcomes. Engaging the students with the information provided in the module descriptor at different times during the semester allows them to internalise the assessment criteria and reflect about their progress to ensure that they achieve the learning outcomes. Using peer-review to assess work also assists students in understanding their level of achievement. Engaging students in the design and presentation of group projects and using task-based activities prove to be effective ways of developing language competence, as well as contributing to the development of teamwork, negotiation and professional skills. I have taken several curriculum initiatives in the last 5 years in the development of new modules and a complete review of the Level 2 Spanish language curriculum, which has resulted in self-directed collaborative learning activities, new assessment strategies, and greater use of online tools (e-journals and discussion boards). At postgraduate level, I have re-shaped significantly the curriculum of the MA in Second Language Studies, a programme to which I make a considerable teaching contribution in terms of modules and as a supervisor of minor theses. Other factors contributing to curriculum development have been my research-led approach to teaching. The UCD Education Strategy provides me with the context in which to update my teaching and its overall aims (see teaching philosophy). The outcomes of the Fellowship project have contributed to university wide recommendations on curriculum development and to the dissemination of UCD curriculum initiatives nationally and internationally.

Developing as a Teacher

I participate regularly in professional development events in UCD through the Centre for Teaching and Learning, and abroad via professional associations (ASELE, Difusión). I participate in international conferences on pedagogy and language education and, in Ireland, at those addressing professional development in higher education including NAIRTL, ICEP, and AISHE. I keep abreast of new research by reading journals disseminating teaching and learning (Assessment & Evaluation in Higher Education, Higher Education, Teaching in Higher Education, Second Language Teaching, Theory and Practice in Language Studies). They contribute to the development of the literature review that informs my research. I have also deployed my expertise as mentor of colleagues completing the UCD Graduate Diploma in University T&L. At School level I regularly mentor colleagues on matters of curriculum implementation, such as PBL (Problem-based Learning), collaborative learning, assessment and student feedback. In 2009-10 I mentored a student from the University of Murcia, Spain, as part of an Internship in Teaching and Learning (Erasmus Prácticas). I have facilitated T&L workshops in a number of Schools in UCD. I have collaborated in the development of online resources to support academics for the UCD Teaching and Learning website.

Innovation & Leadership

- UCD Fellowship in Teaching and Academic Development (2007-09) - UCD President's Teaching Award (1998-99) - School of Languages and Literatures Head of Teaching and Learning (2005-07) - Subject Area representative at the School of Languages and Literatures Teaching and Learning Committee (2005-10) - Winner of the best poster in the College of Arts and Celtic Studies competition for Innovation in Teaching and Learning - Award for Research Informed Teaching (2009).

Collaborators

Internal Collaborators

Dr Eilis Hennessy, Dr Patricia Kieran and Mr Henry McLoughlin: Students and staff experiences of non-programme electives; the effects of modularisation on student assessment - student and staff perspectives.

External Collaborators

With Griffith College - Member of the ICEP 09 conference committee.
With Griffith College - Member of the ICEP 2010 conference committee. 
With Griffith College - Member of the ICEP Academic committee since 2010