Socrates in the Classroom

Aitza M.Haddad Nunez, J.D., LL.M.

September 26, 2016


Aitza M. Haddad Nunez received a B.A. in Political Sciences from University of Puerto Rico in 2007, and J.D. from Inter American University of Puerto Rico Law School in 2010. She then moved to Florida and completed a LL.M. in Comparative Law from University of Florida Levin College of Law in 2011. While UFL, she received a Book Award for her research and contributions to the Selected Problems in Human Rights Course, worked as a Teaching/Office Assistant of the University of Florida LL.M. in Comparative Law Program and as a Research Assistant for Professor Winston P. Nagan, became a researcher and Fellow of the UFL Institute for Human Rights, Peace, and Development, and thanks to Professor Nagan's nomination, became a Junior Fellow of the World Academy of Art and Science. Aitza is now a Ph.D. Candidate in the Communication, Culture and Media Studies Program at Howard University, where she has been teaching since 2013, was awarded an Annenberg Honors Program Scholarship on three academic years, was selected as part of the 2014 Who's Who Among Students in American Universities and Colleges Cohort, became a member of Howard Media Group, got invited to the Golden Key International Honor Society, and is now working as an adjunct faculty. Aitza have also published numerous articles in different academic and legal journals and internet blogs, and is presently working on a book on international family law dynamics. Her research interests are focused on Human Rights, International Law, International Relations, Family Law, Humanitarian Haw, Public Interest policy, Media Law and Media Policy, and more specifically, on the effects of media in the shaping and sharing of power at the local and the global level.

Teaching in the world of higher education is a dynamic art that, although rewarding, it's also complex and rapidly changing. Nonetheless, most postsecondary educators receive little formal pedagogical training, which often creates a divide between teaching and learning styles. Exacerbating this divide, is the dependence of millennial learners on the use of technology, which means that they also embrace interactive learning technologies and expert that their use will contribute to better teaching and learning outcomes. In this sense, this study empirically examines the efficacy of the interactive software Socrative to enhance the teaching/learning process in the college classroom, and aims to eventually determine whether or not epistemological differences exist between STEM and Non-Stem learners using the software.

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