Effect of Hydrologic Restoration on the Habitat of The Cape Sable Seaside Sparrow, Annual Report of 2004-2005

The major activities in Year 3 on ‘Effect of hydrologic restoration on the habitat of the Cape Sable seaside sparrow (CSSS)’ included presentations, field work, data analysis, and report preparation. During this period, we made 4 presentations, two at the CSSS – fire planning workshops at Everglades National Park (ENP), one at the Society of Wetland Scientists’ meeting in Charleston, SC, and a fourth at the Marl Prairie/CSSS performance measure workshop at ENP. We started field work in the third week of January and continued till June 3, 2005. Early in the field season, we completed vegetation surveys along two transects, B and C (~15.1 km). During April and May, vegetation sampling was completed at 199 census sites, bringing to 608 the total number of CSSS census sites with quantitative vegetation data. We updated data sets from all three years, 2003-05, and analyzed them using cluster analysis and ordination as in previous two years. However, instead of weighted averaging, we used weighted-averaging partial least square regression (WA-PLS) model, as this method is considered an improvement over WA for inferring values of environmental variables from biological species composition. We also validated the predictive power of the WA-PLS regression model by applying it to a sub-set of 100 census sites for which hydroperiods were “known” from two sources, i.e., from elevations calculated from concurrent water depth measurements onsite and at nearby water level recorders, and from USGS digital elevation data. Additionally, we collected biomass samples at 88 census sites, and determined live and dead aboveground plant biomass. Using vegetation structure and biomass data from those sites, we developed a regression model that we used to predict aboveground biomass at all transects and census sites. Finally, biomass data was analyzed in relation to hydroperiod and fire frequency.

Graduate course catalog (Florida International University). [2005-2006]

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Undergraduate course catalog (Florida International University). [2005-2006]

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Annual financial report for the fiscal year 2005-2006

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Personal and institutional factors: Relationship to self-efficacy of persistence to the senior year in college among self-identified Black undergraduate students in a Hispanic serving institution

While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women's graduation rate is higher than men's; 58% compared to men's at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups' experiences in college, particularly in Hispanic serving institutions. Informed by Tinto's (1975, 1987, 1993) student academic and social integration model, Guiffrida's (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students' self-efficacy and persistence to the senior year in college. Data about Black ethnic undergraduate seniors' (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity. Frequency was summarized to identify themes of participants' primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education. The research findings support the tenets of academic and social integration theories which suggest that students' interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college. Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students' academic and social support.

Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution

While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women’s graduation rate is higher than men’s; 58% compared to men’s at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups’ experiences in college, particularly in Hispanic serving institutions. Informed by Tinto’s (1975, 1987, 1993) student academic and social integration model, Guiffrida’s (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students’ self-efficacy and persistence to the senior year in college. Data about Black ethnic undergraduate seniors’ (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity. Frequency was summarized to identify themes of participants’ primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education. The research findings support the tenets of academic and social integration theories which suggest that students’ interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college. Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students’ academic and social support.

Unity and Diversity: High School Students’ Perceptions on Multiculturalism and the Intercultural University of the State of Guerrero, Mexico

This is a mixed methods study conducted in Guerrero, Mexico, at the end of the academic year 2005-2006. The purpose of this study was to capture the perceptions held by high school students, of both indigenous and non-indigenous background, regarding the intercultural university, as well as their conceptualization of multiculturalism.