Student Leadership Summit, 10th Anniversary Time Capsule Burial Ceremony, February 2, 2013

Crowd watching the burial of the time capsule burial at Biscayne Bay Campus. The Annual FIU Student Leadership Summit is held each February on the Biscayne Bay Campus. The Summit is a one-day conference for current student leaders. The Summit offers our students the opportunity to learn from the vast expertise of our faculty and administrators, to share their leadership experiences with each other and to establish a network of support and cooperation within the university. On Feb. 2, 2013, we celebrated the 10th anniversary of holding the Student Leadership Summit. In honor of this occasion, we buried a time capsule containing materials from the day as well as messages from participants to the participants of 2023 when the time capsule is to be opened.

Student Leadership Summit, 10th Anniversary Time Capsule Burial Ceremony, February 2, 2013

From left to right: Laura Farinas, SGA President, MMC Campus Pablo Haspel, BBC SGA President, BBC Campus Sabrena O'Keefe, Assistant Director for the Center for Leadership and Service The Annual FIU Student Leadership Summit is held each February on the Biscayne Bay Campus. The Summit is a one-day conference for current student leaders. The Summit offers our students the opportunity to learn from the vast expertise of our faculty and administrators, to share their leadership experiences with each other and to establish a network of support and cooperation within the university. On Feb. 2, 2013, we celebrated the 10th anniversary of holding the Student Leadership Summit. In honor of this occasion, we buried a time capsule containing materials from the day as well as messages from participants to the participants of 2023 when the time capsule is to be opened.

Student Leadership Summit, 10th Anniversary Time Capsule Burial Ceremony, February 2, 2013

From left to right: Laura Farinas, SGA President, MMC Campus Sabrena O'Keefe, Assistant Director for the Center for Leadership and Service Pablo Haspel, BBC SGA President, BBC Campus Vice Provost Steven Moll The Annual FIU Student Leadership Summit is held each February on the Biscayne Bay Campus. The Summit is a one-day conference for current student leaders. The Summit offers our students the opportunity to learn from the vast expertise of our faculty and administrators, to share their leadership experiences with each other and to establish a network of support and cooperation within the university. On Feb. 2, 2013, we celebrated the 10th anniversary of holding the Student Leadership Summit. In honor of this occasion, we buried a time capsule containing materials from the day as well as messages from participants to the participants of 2023 when the time capsule is to be opened.

It takes an institution's village to retain a student: A comprehensive look at two early warning system undergraduate retention programs and administrators' perceptions of students' experiences and the retention services they provide students in the early warning system retention programs

Institutions have implemented many campus interventions to address student persistence/retention, one of which is Early Warning Systems (EWS). However, few research studies show evidence of interventions that incorporate noncognitive factors/skills, and psychotherapy/psycho-educational processes in the EWS. A qualitative study (phenomenological interview and document analysis) of EWS at both a public and private 4-year Florida university was conducted to explore EWS through the eyes of the administrators of the ways administrators make sense of students' experiences and the services they provide and do not provide to assist students. Administrators' understanding of noncognitive factors and the executive skills subset and their contribution to retention and the executive skills development of at-risk students were also explored. Hossler and Bean's multiple retention lenses theory/paradigms and Perez's retention strategies were used to guide the study. Six administrators from each institution who oversee and/or assist with EWS for first time in college undergraduate students considered academically at-risk for attrition were interviewed. Among numerous findings, at Institution X: EWS was infrequently identified as a service, EWS training was not conducted, numerous cognitive and noncognitive issues/deficits were identified for students, and services/critical departments such as EWS did not work together to share students' information to benefit students. Assessment measures were used to identify students' issues/deficits; however, they were not used to assess, track, and monitor students' issues/deficits. Additionally, the institution's EWS did address students' executive skills function beyond time management and organizational skills, but did not address students' psychotherapy/psycho-educational processes. Among numerous findings, at Institution Y: EWS was frequently identified as a service, EWS training was not conducted, numerous cognitive and noncognitive issues/deficits were identified for students, and services/critical departments such as EWS worked together to share students' information to benefit students. Assessment measures were used to identify, track, and monitor students' issues/deficits; however, they were not used to assess students' issues/deficits. Additionally, the institution's EWS addressed students' executive skills function beyond time management and organizational skills, and psychotherapy/psycho-educational processes. Based on the findings, Perez's retention strategies were not utilized in EWS at Institution X, yet were collectively utilized in EWS at Institution Y, to achieve Hossler and Bean's retention paradigms. Future research could be designed to test the link between engaging in the specific promising activities identified in this research (one-to-one coaching, participation in student success workshops, academic contracts, and tutoring) and student success (e.g., higher GPA, retention). Further, because this research uncovered some concern with how to best handle students with physical and psychological disabilities, future research could link these same promising strategies for improving student performance for example among ADHD students or those with clinical depression.

Using secret shopping to assess student assistant training

This paper aims to describe the results of three rounds of secret shopping conducted at the Hubert Library of Florida International University, and how the results affected and were affected by changes made to circulation desk student training programs.

The Mysteries of Secret Shopping and Student Training!

In 2011 the Reference Department at the Glenn Hubert Library (HL), Biscayne Bay Campus, Florida International University (FIU) moved to a joint ser-vice desk with the circulation desk. Shortly after the move reference librarians became concerned with the misinformation that the circulation department’s work-study students sometimes provided to patrons. As a result, we felt a Secret Shopping program would be a good method to evaluate the information provided. Furthermore, it was seen as a method of improving customer service and com-paring the self-perceptions of service to patrons’ perceptions.

The Effects of the Use of Technology In Mathematics Instruction on Student Achievement

The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.