LCME Planning and Self-Study Materials

Cope of the LCME's planning and self-study materials. Includes information on the LCME accreditation process and policies, as well as an overview of the LCME as an an organization.

Institutional Self study for the Liaison Committee on Medical Education

Draft of the College of Medicine's Institutional Self-Study for the LCME. Includes an overview of the College of Medicine's history, development, and vision, as well as details regarding the organization of the college, educational programs and resources, and future goals.

Collection of Documents Beginning w/ LCME Site Visit Schedule

Collection of documents on the College of Medicine's planning process in preparation for the LMCE's site visit.

Mock Site Visit for Preliminary Accreditation

Presentations for a mock site visit for preliminary accreditation. Includes the Founding Dean's perspective and overviews of the program and facilities.

Request for Proposal

A Request for Proposal by prepared by FIU and the School of Medicine Initiative for the planning and implementation of the new FIU College of Medicine.

Introductory catalog. Supplement: Course descriptions. [1972-1973]

https://digitalcommons.fiu.edu/catalogs/1060/thumbnail.jpg

Progress Report, February 1- March 10, 2007

Timeline/progress report outlining meetings concerning the College of Medicine planning process.

Former President Harold B. Crosby and Three Other People

In 1976, Harold Crosby became FIU���s second president, agreeing to serve a three-year interim term. Under his leadership, the North Campus (now the Biscayne Bay Campus) opened in 1977. President Crosby was insistent that the ���I��� in FIU be highlighted, prompting the launch of new programs with an international focus and faculty recruitment from the Caribbean and Latin America. President Crosby���s resignation in 1979 triggered the search for a permanent president.

Rear View of Van Containing the Charles Perry Papers

Charles Perry donated his papers of his time as president of the university to the FIU library where they are held in the archives. An interview, filmed by Richard Pabon and Elizabeth Marsh from FIU���s Broadcast Video Production team, recorded this event.

Elizabeth Marsh and Richard Pabon in the Perry Home

This photo shows a film crew in a house with a partial image of Betty Perry leaning in the doorway. Charles Perry donated his papers of his time as president of the university to the FIU library where they are held in the archives. An interview, filmed by Richard Pabon and Elizabeth Marsh from FIU���s Broadcast Video Production team, recorded this event.

The development, application, and implications of a strategy for reflective learning from experience

The problem on which this study focused was individuals' reduced capacity to respond to change and to engage in innovative learning when their reflective learning skills are limited. In this study, the preceding problem was addressed by two primary questions: To what degree can mastery of a strategy for reflective learning be facilitated as a part of an academic curriculum for professional practitioners? What impact will mastery of this strategy have on the learning style and adaptive flexibility of adult learners? The focus of the study was a direct application of human resource development technology in the professional preparation of teachers. The background of the problem in light of changing global paradigms and educational action orientations was outlined and a review of the literature was provided. Roots of thought for two key concepts (i.e., learning to learn from experience and meaningful reflection in learning) were traced. Reflective perspectives from the work of eight researchers were compared. A meta-model of learning from experience drawn from the literature served as a conceptual framework for the study. A strategy for reflective learning developed from this meta-model was taught to 109 teachers-in-training at Florida International University in Miami, Florida. Kolb's Adaptive Style Inventory and Learning Style Inventory were administered to the treatment group and to two control groups taught by the same professor. Three research questions and fourteen hypotheses guided data analysis. Qualitative review of 1565 personal documents generated by the treatment group indicated that 77 students demonstrated "double-loop" learning, going beyond previously established limits to perception, understanding, or action. The mean score for depth of reflection indicated "single-loop" learning with "reflection-in-action" present. The change in the mean score for depth of reflection from the beginning to end of the study was statistically significant (p $<$.05). On quantitative measures of adaptive flexibility and learning style, with two exceptions, there were no significant differences noted between treatment and control groups on pre-test to post-test differences and on post-test mean scores adjusted for pre-test responses and demographic variables. Conclusions were drawn regarding treatment, instrumentation, and application of the strategy and the meta-model. Implications of the strategy and the meta-model for research, for education, for human resource development, for professional practice, and for personal growth were suggested. Qualitative training materials and Kolb's instruments were provided in the appendices.

The exploration enhancement workshop: An exploration-based approach to facilitating identity formation in young adults

This dissertation reports an investigation of the utility of two intervention programs to facilitate identity formation by way of exploration, one designed from an explicitly self-construction point of view and the other designed from an explicitly self-discovery point of view. The self-construction program was implemented using cognitive skills and orientations derived from Berzonsky (1989), Grotevant (1987), and Kurtines (1999). The self-discovery program was implemented using affective insight development strategies derived from Csikszentmihalyi (1990), Maslow (1968), and Waterman (1990). Three sets of measures were used: (a) cognitive identity measures, (b) affective identity measures, and (c) overall identity measures. Ninety undergraduates from Florida International University completed the intervention. Participants were assigned to one of three intervention conditions (Cognitive, Affective, and Control) and were pretested and posttested on cognitive, affective, and overall identity measures. Intervention strategies were introduced and discussed in the context of specific goals and choices that participants brought to group. Intervention results were then analyzed in terms of the effectiveness of the intervention conditions in promoting their respective developmental domains. The intervention was effective in promoting identity development in comparison to the control condition, with the cognitive condition facilitating cognitive competence and the affective condition facilitating affective insight. Results are discussed in the context of the constructivist and discovery perspectives, as well as in light of the broadened view of exploration offered in this paper. ^