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

Crowd gathering for burial of the time capsule 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

Crowd gathering for the burial of the time capsule 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

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.

Double Rainbow prior to Opening Day Ceremony

Double Rainbow prior to Opening Day Ceremony. Pen note on verso: "1072-7. double rainbow. September 14, '72 8:30 A.M. just prior to opening day ceremony. best regards. (illegible signature)"

Doctoral Students: Online, On Time, and On to Graduation

Increased numbers of students are enrolling in online doctoral programs. Although students enroll for a variety of reasons, many do not persist to the dissertation phase. The results of this quantitative study can guide the development of retention strategies for students who are at risk of academic failure in doctoral programs.

FIU White Coat Ceremony 2012

FIU White Ceremony marks the beginning of 120 students' transitions into physicians. Ceremony held at Herbert and Nicole Wertheim Performing Arts Center on August 10, 2012.

FIU White Coat Ceremony 2010

College of Medicine White Coat Ceremony marks the beginning of 43 students' transformation into physicians. Ceremony was held on August 6, 2010 at the Herbert and Nicole Wertheim Performing Arts Center at the Maidique Campus, Florida International University.

FIU White Coat Ceremony 2011

FIU White Ceremony marks the beginning of 82 students' transitions into physicians. Ceremony held at Herbert and Nicole Wertheim Performing Arts Center on August 5, 2011.

FIU White Coat Ceremony 2013

FIU White Ceremony marks the beginning of 122 students' transitions into physicians. Ceremony held at Herbert and Nicole Wertheim Performing Arts Center on August 9, 2013.

Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities

Dropout rates impacting students with high-incidence disabilities in American schools remain staggering (Bost, 2006; Hehir, 2005). Of this group, students with Emotional Behavioral Disorders (EBD) are at greatest risk. Despite the mandated national propagation of inclusion, students with EBD remain the least included and the least successful when included (Bost). Accordingly, this study investigated the potential significance of inclusive settings and other school-related variables within the context of promoting the graduation potential of students with Specific Learning Disabilities (SLD) or EBD. This mixed-methods study investigated specified school-related variables as likely dropout predictors, as well as the existence of first-order interactions among some of the variables. In addition, it portrayed the perspectives of students with SLD or EBD on the school-related variables that promote graduation. Accordingly, the sample was limited to students with SLD or EBD who had graduated or were close to graduation. For the quantitative component the numerical data were analyzed using linear and logistic regressions. For the qualitative component guided student interviews were conducted. Both strands were subsequently analyzed using Ridenour and Newman’s (2008) model where the quantitative hypotheses are tested and are later built-upon by the related qualitative meta-themes. Results indicated that a successful academic history, or obtaining passing grades was the only significant predictor of graduation potential when statistically controlling all the other variables. While at a marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings. Specifically, students with SLD or EBD in inclusive settings were found to be more likely to obtain passing grades and less likely to be suspended from school. Generally, the meta-themes yielded during the student interviews corroborated these findings as well as provided extensive insights on how students with disabilities view school within the context of promoting graduation. Based on the results yielded, provided the necessary academic accommodations and adaptations are in place, along with an effective behavioral program, inclusive settings can be utilized as drop-out prevention tools in special education.