Angler Perception and Population Dynamics of the Northern Snakehead (Channa argus) in the Potomac River & Tributaries

Our research sought to address the extent to which the northern snakehead (Channa argus), an invasive fish species, represents a threat to the Potomac River ecosystem. The first goal of our research was to survey the perceptions and opinions of recreational anglers on the effects of the snakehead population in the Potomac River ecosystem. To determine angler perceptions, we created and administered 113 surveys from June – September 2014 at recreational boat ramps along the Potomac River. Our surveys were designed to expand information collected during previous surveys conducted by the U.S. Fish and Wildlife Service. Our results indicated recreational anglers perceive that abundances and catch rates of target species, specifically largemouth bass, have declined since snakehead became established in the river. The second goal of our research was to determine the genetic diversity and potential of the snakehead population to expand in the Potomac River. We hypothesized that the effective genetic population size would be much less than the census size of the snakehead population in the Potomac River. We collected tissue samples (fin clippings) from 79 snakehead collected in a recreational tournament held between Fort Washington and Wilson’s Landing, MD on the Potomac River and from electrofishing sampling conducted by the Maryland Department of Natural Resources in Pomonkey Creek, a tributary of the Potomac River. DNA was extracted from the tissue samples and scored for 12 microsatellite markers, which had previously been identified for Potomac River snakehead. Microsatellite allele frequency data were recorded and analyzed in the software programs GenAlEx and NeEstimator to estimate heterozygosity and effective genetic population size. Resampling simulations indicated that the number of microsatellites and the number of fish analyzed provided sufficient precision. Simulations indicated that the effective population size estimate would expect to stabilize for samples > 70 individual snakehead. Based on a sample of 79 fish scored for 12 microsatellites, we calculated an Ne of 15.3 individuals. This is substantially smaller than both the sample size and estimated population size. We conclude that genetic diversity in the snakehead population in the Potomac River is low because the population has yet to recover from a genetic bottleneck associated with a founder effect due to their recent introduction into the system.

“PROSPERING BECAUSE THAT’S ITS HISTORY”: BLACK RESILIENCE AND HONORS DEVELOPMENT IN HIGHER EDUCATION: MORGAN STATE UNIVERSITY AND THE STATE OF MARYLAND, 1867-1988

This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.

Who Governs Educational Change? The Paradoxes of State Power and the Pursuit of Educational Reform in Post-Neoliberal Ecuador (2007-2015)

This study identifies and compares competing policy stories of key actors involved in the Ecuadorian education reform under President Rafael Correa from 2007-2015. By revealing these competing policy stories the study generates insights into the political and technical aspects of education reform in a context where state capacity has been eroded by decades of neoliberal policies. Since the elections in 2007, President Correa has focused much of his political effort and capital on reconstituting the state’s authority and capacity to not only formulate but also implement public policies. The concentration of power combined with a capacity building agenda allowed the Correa government to advance an ambitious comprehensive education reform with substantive results in equity and quality. At the same time the concentration of power has undermined a more inclusive and participatory approach which are essential for deepening and sustaining the reform. This study underscores both the limits and importance of state control over education; the inevitable conflicts and complexities associated with education reforms that focus on quality; and the limits and importance of participation in reform. Finally, it examines the analytical benefits of understanding governance, participation and quality as socially constructed concepts that are tied to normative and ideological interests.