Milagros Castillo
Instructor and Doctoral Candidate
212-678-3750
Office Hours: By Appointment
Office Location: 536A GDodge
Expertise
- Diversity
- Higher Education Curriculum
- Students in Colleges and Universities
Milagros Castillo
Professional Background
Educational Background
Teachers College, Columbia University
Dissertation: Liberally Educated Students: Developing African American and Latino Undergraduates' Sociopolitical Consciousness in Introductory Sociology Classes
Rutgers, The State University of New Jersey
Rutgers, The State University of New Jersey
Honors Thesis: Numerical Representation or Sincere Diversity: A Latino/a Student Assessment of Rutgers University's Campus Climate
Scholarly Interests
Students' Learning Experiences
Students' Sociopolitical Development
Faculty of Color
Faculty Development
Diverse Colleges and Universities
Purpose and Enactment of Liberal Education
Selected Publications
Castillo-Montoya, M. (2012). Cubans in New Jersey: Migrants Tell Their Story. Newark, NJ: Newark Public Library.
Neumann, A., Castillo, M. and Bolitzer, L. (2012). Culturally Anchored Liberal Education. In J.A. Banks (Ed.), Encyclopedia of Diversity in Education. Thousand Oaks: Sage.
Felder, P. and Castillo, M. (Winter 2011). A Commentary About Black and Latino Doctoral Student Experience in the United States. Academic Leadership, 9(1).
professional presentations
Bolitzer, L., Castillo-Montoya, M. & Leslie, W. (2013, April). The Intersectionality of Learning: Reconceptualizing diversity for teaching and learning in higher education. Paper to be presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA.
Castillo-Montoya, M. (2012, November). What Students Already Know Matters: Prior Knowledge as a Starting Point for Learning. Paper to be presented at the Association for the Study of Higher Education (ASHE) Annual Conference, Las Vegas, NV.
Castillo-Montoya, M. (2012, November). New Words for Old Thoughts: The Connections First-generation African American and Latino Students Make Between Their Lived Experiences and Conceptual Ideas. Paper to be presented at roundtable Reconceptualizing Cultural Capital: Students' of Color Lived Experiences as a Resource for Their Learning and Development in College at the Association for the Study of Higher Education (ASHE) Annual Conference, Las Vegas, NV.
Magee, F., Martinez, A., Bolitzer, L., Castillo-Montoya, M., Neumann, A. (2012, November). Classroom-based Learning for Faculty: What Professors Learn from their Students about Teaching. Paper to be presented at the Association for the Study of Higher Education (ASHE) Annual Conference, Las Vegas, NV.
Castillo, M. and Torres-Guzman, M. (2012, April). Thriving in Our Identity and in the Academy: Latino/a Epistemology as a Resource for Research. Paper to be presented at the American Educational Research Association (AERA) Annual Meeting, Vancouver, British Columbia.Castillo, M. (2011, November). Equity Within the College Classroom: An Analysis of Theories and Concepts for Maximizing Learning Opportunities for Students of Color. Paper presented at Council for Ethnic Participation Pre-Conference at the Association for the Study of Higher Education (ASHE) Annual Conference, Charlotte, NC.
Neumann, A., Castillo, M. & Bolitzer, L. (2010, May). Matters of Meaning: Toward a Culturally Relevant Liberal Education for Our Times. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Denver, CO.
Felder, P. and Castillo, M. (2008, April). Silent Gestures: Interpretations of Black and Latino Doctoral Experiences. Roundtable paper presented at the American Educational Research Association (AERA) Annual Meeting, NY, NY.
ORL 5521: Introduction to research methods in education
This course meets a departmental requirement for an introductory course on empirical research in education and organizational studies. The goal is to help students be able to access, comprehend, synthesize, and utilize research, to support and facilitate the research efforts of others, and to begin to prepare to conduct their own research. Students read exemplars of published research, along with texts about research design, data collection and analysis, and strategies for assessing the validity and trustworthiness of research. The course covers qualitative, quantitative, and mixed methods approaches to research, such as experiments, surveys, case studies, ethnography, and action research.
