Toward equity through participation in Modeling Instruction in introductory university physics

We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C− or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p

Florida International University Fall December 14,2010 Commencement Pre-Ceremony Session 6

Florida International University Commencement Ceremony December 14,2010 at US Century Bank Arena (Session 6) Graduates and their guests wait for the ceremony to begin as photos of the graduates during their time at FIU scroll through the screen.Additionally, a jazz duo plays for the attendees.

Florida International University Fall December 14,2010 Commencement Pre-Ceremony Session 5

Florida International University Commencement Ceremony December 14,2010 at US Century Bank Arena ( Session 5) Graduates and their guests wait for the ceremony to begin.Additionally, the FIU Flute Choir plays for the attendees.

Florida International University Fall December 14,2010 Commencement Pre-Ceremony Session 4

Florida International University Commencement Ceremony December 14,2010 at US Century Bank Arena ( Session 4) Graduates and their guests wait for the ceremony to begin as photos of the graduates during their time at FIU scroll through the screen.Additionally, a percussionist plays for the attendees.

Florida International University Fall December 13,2010 Commencement Pre-Ceremony Session 3

Florida International University Commencement Ceremony December 13,2010 at US Century Bank Arena ( Session 3) Graduates and their guests wait for the ceremony to begin.Additionally, the FIU String Quartet plays for the audience.

Florida International University Fall December 13,2010 Commencement Pre-Ceremony Session 2

Florida International University Commencement Pre- Ceremony December 13,2010 at US Century Bank Arena ( Session 2) Graduates and their guests wait for the ceremony to begin. Video also displays photos of the graduates during their time at FIU.

Florida International University Fall December 13,2010 Commencement Pre-Ceremony Session 1

Florida International University Commencement Ceremony December 13,2010 at US Century Bank Arena ( Session 1) Parents and students wait for the ceremony to begin. Video also displays photos of the graduates during their time at FIU.

Long term effects of gestational hypertension and pre-eclampsia on kidney function : Record linkage study

This research was funded by the Chief Scientists Office, Scotland (CZH/4/659).

“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.

10 th semester pre-service teacher beliefs and cognitive dissonances : a narrative reflection on efl practice at la Salle University

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014