Curriclum Vitae
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The Carroll News-Vol. 83, No. 2
John Carroll University Carroll Collected The aC rroll News Student 9-10-1992 The aC rroll News-Vol. 83, No. 2 John Carroll University Follow this and additional works at: http://collected.jcu.edu/carrollnews Recommended Citation John Carroll University, "The aC rroll News-Vol. 83, No. 2" (1992). The Carroll News. 1042. http://collected.jcu.edu/carrollnews/1042 This Newspaper is brought to you for free and open access by the Student at Carroll Collected. It has been accepted for inclusion in The aC rroll News by an authorized administrator of Carroll Collected. For more information, please contact [email protected]. •What presidential candidates aren't saying- FORUM page 3 •Where to find classical movie on campus- CAMPUS LIFE page 7 • Roger Waters returns after Pink Floyd, with new album ENTERTAINMENT page 9 •Interview with Alma's head football coach. Jim Cole SPORTS page 10 Federal law requires security report Tara Schmidtke of reporung cnmes to the police Ed.tortOI Edtror for federal record, ha<; not changed According to John Carroll Campus Secunty's method of University's reccntl}-relcased deahng With cnmmal Instances 1992 Annual Secu11ty Report, on campus. "We'll be domg the there were no reported murders, same thing as we thd m the past," rapes, robbcncs, motor vehicle said McCaffrey. "There is no thefL<>, or arrests for alcohol on the difference m how wc'rcrcacting." Carroll campus m the year 1991. Donna Byrnes, d1rector of Three aggravated assaults and 13 housmg, said that the new law has burglaries were reponed. caused the housing office to alter The annual report IS legally slightly its previous proceedmgs. -
University of Florida Engineering CASE STUDY | EDUCATION GAINESVILLE, FL
University of Florida Engineering CASE STUDY | EDUCATION GAINESVILLE, FL Challenge Create a collaborative classroom to amplify the benefits of flipped classroom teaching methods. Solution Use Crestron collaborative technology, including DigitalMedia™, AirMedia™ and the Crestron Connect It™ tabletop presentation interface, to promote the exchange of ideas and solutions. Doing the Flipped Classroom One Better University of Florida finds flipped classroom methods and collaborative technology a powerful combination While only 56% of the Is the traditional lecture an endangered species? Maybe not, but a recent study at the University of Florida College of Engineering suggests there are better ways to “ teach today’s technically savvy college students. beginning engineering students taught Concerned with poor attendance and uninspired performance among many of their engineering students, four professors from the Department of Electrical and traditionally received a Computer Engineering at UF tried an experiment. They taught one Circuits I class grade of “C” or better, 83% using traditional methods, where students listened to a lecture in a large auditorium, and then went home and did their homework. The following semester they taught of the flipped classroom the same class but used the flipped classroom method, asking students to watch the lectures online, and then come to class to work in small collaborative groups, students did the same—a exchanging ideas and solving problems, essentially doing their homework together. nearly 30% improvement.” The results were undeniable. While only 56% of the beginning engineering students taught traditionally received a grade of “C” or better, 83% of the flipped classroom students did the same—a nearly 30% improvement that also reduced the number of students who dropped the class from 28% to just 2%. -
University.Pdf
2021-2022 1 THE UNIVERSITY Mission Statement Tulane’s purpose is to create, communicate and conserve knowledge in order to enrich the capacity of individuals, organizations, and communities to think, to learn, and to act and lead with integrity and wisdom. Tulane pursues this mission by cultivating an environment that focuses on learning and the generation of new knowledge; by expecting and rewarding teaching and research of extraordinarily high quality and impact; and by fostering community-building initiatives as well as scientific, cultural and social understanding that integrate with and strengthen learning and research. This mission is pursued in the context of the unique qualities of our location in New Orleans and our continual aspiration to be a truly distinctive international university. History Tulane University, one of the foremost independent national research universities in the country, is ranked among the top quartile of the nation’s most highly selective universities. With ten schools and colleges that range from the liberal arts and sciences through a full spectrum of professional schools, Tulane gives its students a breadth of choice equaled by few other independent universities in the country. Tulane University’s ten academic divisions enroll approximately 8,000 undergraduates and about 5,000 graduate and professional students. The schools of Architecture, Business, Liberal Arts, Public Health and Tropical Medicine, and Science and Engineering offer both undergraduate and graduate programs. Other divisions include the schools of Law, Medicine, Social Work and Professional Advancement. Tulane traces it origins back to the founding of the Medical College of Louisiana, the Deep South’s first medical school, in 1834. -
State University System of Florida Consolidated Financial Statements
STATE UNIVERSITY SYSTEM OF FLORIDA CONSOLIDATED FINANCIAL STATEMENTS FISCAL YEAR JUNE 30, 2009 UWF FSU FAMU UNF UF UCF USF NCF FAU FGCU FIU FOREWORD The financial statements for the fiscal year ended June 30, 2009 for the State Universities of Florida are included in this report and are reported according to generally accepted accounting principles applicable to public colleges and universities as prescribed by the Governmental Accounting Standard Board’s (GASB) statements. The Universities also adhere to the recommendations of the National Association of College and University Business Officers (NACUBO). The Universities are component units of the State of Florida for financial reporting purposes. The financial balances and activities included in these financial statements are, therefore, also included in the State’s comprehensive annual financial report available at www.state.fl.us/audgen/pages/subjects/university.htm. In addition, as required by Governmental Accounting Standards Board (GASB) Statement No. 14, the latest audited financial statements of the State Universities of Florida component units are included in the Statement of Net Assets and the Statements of Revenues, Expenses, and Changes in Net Assets. The accompanying Summary of Significant Accounting Policies and Notes form an integral part of the financial statements. While these statements are unaudited, the Florida Auditor General’s staff is currently completing an individual audit of each university’s financial statements. Questions concerning this report should be directed to Chris Kinsley, Director of Finance and Facilities, Florida Board of Governors, State University System of Florida at (850) 245-9607 or [email protected]. or Kristie Harris, Director of University Budgets, Office of Budget and Fiscal Policy, Florida Board of Governors, State University System of Florida at (850) 245-9757 or [email protected]. -
“What Happened to the Post-War Dream?”: Nostalgia, Trauma, and Affect in British Rock of the 1960S and 1970S by Kathryn B. C
“What Happened to the Post-War Dream?”: Nostalgia, Trauma, and Affect in British Rock of the 1960s and 1970s by Kathryn B. Cox A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Music Musicology: History) in the University of Michigan 2018 Doctoral Committee: Professor Charles Hiroshi Garrett, Chair Professor James M. Borders Professor Walter T. Everett Professor Jane Fair Fulcher Associate Professor Kali A. K. Israel Kathryn B. Cox [email protected] ORCID iD: 0000-0002-6359-1835 © Kathryn B. Cox 2018 DEDICATION For Charles and Bené S. Cox, whose unwavering faith in me has always shone through, even in the hardest times. The world is a better place because you both are in it. And for Laura Ingram Ellis: as much as I wanted this dissertation to spring forth from my head fully formed, like Athena from Zeus’s forehead, it did not happen that way. It happened one sentence at a time, some more excruciatingly wrought than others, and you were there for every single sentence. So these sentences I have written especially for you, Laura, with my deepest and most profound gratitude. ii ACKNOWLEDGMENTS Although it sometimes felt like a solitary process, I wrote this dissertation with the help and support of several different people, all of whom I deeply appreciate. First and foremost on this list is Prof. Charles Hiroshi Garrett, whom I learned so much from and whose patience and wisdom helped shape this project. I am very grateful to committee members Prof. James Borders, Prof. Walter Everett, Prof. -
Melanie M. Acosta, Ph.D
Melanie M. Acosta, Ph.D. Assistant Professor of Education Florida Atlantic University, College of Education Department of Curriculum, Culture, & Educational Inquiry Boca Raton, FL 33431 [email protected] EDUCATION Ph.D. (2013) University of Florida, Gainesville, FL Specialization: Curriculum, Teaching, & Teacher Education Dissertation: A Culture-Focused Study with Accomplished Black Educators on Pedagogical Excellence for African American Children. Areas of interest: • Teacher education from a Black Studies perspective, • African American educators/education, • Elementary literacy, • Culture systemic community organizing for education M.Ed. (2009) University of Florida, Gainesville, FL Specialization: Special Education & Literacy Focus: Culturally Relevant Literacy Instruction and Intervention for African American elementary readers. Focus: Literacy instruction and intervention, Culturally diverse readers B.S. (2002) University of Florida, Gainesville, FL Major: Public Relations/ Journalism Minor: Business Administration PROFESSIONAL APPOINTMENTS 2018 – present Florida Atlantic University, Assistant Professor Department of Curriculum, Culture, & Educational Inquiry, College of Education. 2014 - 2018 The University of Alabama, Assistant Professor Department of Curriculum & Instruction, College of Education. 2013 – 2014 City of Gainesville, Parent Empowerment Coordinator Parent Emissary Program, Gainesville, FL. 2010 – 2013 The University of Florida, Graduate Course Instructor, Practicum Coordina- tor, & Intern Supervisor School of Teaching & Learning, College of Education. 2012 – 2013 Santa Fe College, Advising Specialist. Education Programs Department, Social Sciences College. 1 Acosta 1 2010 – 2011 The University of Florida, Program Director & Literacy Coach School of Teaching and Learning, Kids Count Afterschool Tutoring & Enrichment Program. PUBLICATIONS Articles in Peer Reviewed Journals Acosta, M. M., Duggins, S. (in press). Growth through crisis: Preservice teachers productive struggle to enact culturally relevant pedagogy. Action in Teacher Education. -
State University System Education and General 2021-2022 Legislative Budget Request Form I Approved by Board of Trustees, July 21, 2020
State University System Education and General 2021-2022 Legislative Budget Request Form I approved by Board of Trustees, July 21, 2020 University(s): University of Florida Request Title: National Ranking Operating Support: Artificial Intelligence Leadership Date Request Approved by University July 21, 2020 Board of Trustees: Recurring Funds Requested: $20,000,000 Non-Recurring Funds Requested: $0 Total Funds Requested: $20,000,000 Please check the request type below: Shared Services/System-Wide Request Unique Request I. Description – 1. Describe the service or program to be provided and how this issue aligns with the goals and objectives of the strategic priorities and the 2020 University Accountability Plan established by your institution (include whether this is a new or expanded service/program). If expanded, what has been accomplished with the current service/program? 2. Describe any projected impact on academic programs, student enrollments, and student services. University of Distinction proposals should also address the requirements outlined in the separate guidance document. The University of Florida recently announced it is embarking on an ambitious public- private partnership with NVIDIA, a pioneer in graphical processing units and artificial intelligence hardware, that will position both UF and the State of Florida as a global leader in the groundbreaking field of artificial intelligence (AI). This partnership is anchored by a $50 million gift -- $25 million from UF alumnus Chris Malachowsky and $25 million in hardware, software, training and services from NVIDIA, the Silicon Valley-based technology company he cofounded. UF will invest $20 million (funded from existing university resources) to further increase the return and impact of this gift. -
Reasons Why There's No Place Like Umass Lowell
UMass Lowell SPRING 2016 MAGAZINE FOR ALUMNI AND FRIENDS Reasons12 Why There’s No Place 5 Like UMass Lowell The people, places and passions behind our first-ever fundraising campaign SPRING 2016 A Message from SPRING 2016 The UMass Lowell Alumni Jacqueline Moloney ’75, ’92 Magazine is published by: Office of University Relations When you work at a university, you’re surrounded by stories. University of Massachusetts Lowell One University Avenue Every day at UMass Lowell, I hear stories that inspire me—about students Lowell, MA 01854 who are the first in their families to attend college; about faculty members VOLUME 18 NUMBER 3 978-934-3224 whose research is changing their fields; about advances our new, first-rate UMass Lowell [email protected] facilities are making possible; about athletes who overcome all the MAGAZINE FOR ALUMNI AND FRIENDS Chancellor obstacles in their paths and inspire us to do the same. Jacqueline Moloney ’75, ’92 You’ll find many amazing stories in this issue of the magazine, which Vice Chancellor of features 125 things that make this university a truly special place. But University Relations the truth is that all of us at UMass Lowell are part of an amazing story, Cover Story Patricia McCafferty because we are part of a place that changes lives. Vice Chancellor for Changing lives is the heart of Our Legacy, Our Place: The Campaign for University Advancement UMass Lowell, which had its public launch in April. This campaign is our 04 John Feudo chance to write the next chapter in our story, by providing the support Reasons Why There’s No Executive Director of Marketing that today’s smart, hardworking students need to succeed. -
Class of 2021 Acceptances
Class of 2021 Acceptances Alma College Elon University American University Embry-Riddle Aeronautical University Amherst College (Daytona Beach) Appalachian State University Emerson College Auburn University Emory University Augusta University Flagler College Augustana University Florida Agricultural and Mechanical Ave Maria University University Baldwin Wallace University Florida Atlantic University Ball State University Florida Gulf Coast University Barry University Florida Institute of Technology Baylor University Florida International University Belmont University Florida Memorial University Binghamton University Florida Polytechnic University Boston College Florida Southern College Boston University Florida State University Brandeis University Fordham University Bryn Mawr College Franklin & Marshall College Bucknell University Franklin University Switzerland Carson-Newman University Furman University Case Western Reserve University Gannon University Catholic University of America George Mason University Clemson University George Washington University College of Charleston Georgetown University Colorado School of Mines Georgia Institute of Technology Columbia University Georgia Southern University Cornell College Gettysburg College Cornell University Hawaii Pacific University Davidson College Hillsdale College DePaul University Hofstra University Howard University Drexel University Indiana University, Bloomington Duke University Jackson State University East Carolina University Jacksonville University Eckerd College Jacobs University -
Graduation Rates at Auburn and SREB Peers
Graduation Rates at Auburn and SREB Peers A comparison of recent graduation rates at Auburn University and its SREB peer institutions places Auburn at the median and second quartile for 2004-2006 reporting years (see Fig 1 for the distribution of completion rates; see Table 1 for the list of peer institutions). Differences in graduation rate by gender and ethnicity appear across the SREB peer group, including Auburn. Women are more likely than men to graduate (see Fig 2); again, a comparison with peer institutions places Auburn at the median and second quartile. Black students are less likely than students generally to graduate. Auburn’s graduation rates for black students are in the second quartile in 2004 and 2005 and in the lowest quartile in 2006 (see Fig 3). Across the SREB, Asian students are more likely to graduate than students generally. However, at Auburn graduation rates for Asian students are lower than for students generally and place in the lowest quartile for 2004 and 2005 and in the second quartile for 2006 (see Fig 4). This brief comparison demonstrates that Auburn does not outperform the middle point for its peers and calls for a more detailed analysis of six-year graduation rates at Auburn. Fig 1 Graduation rate - Bachelor degree within 6 Fig 2 Graduation rate - Bachelor degree within 6 years, total* years, women* 100 100 90 90 80 80 70 70 69 65 66 67 63 60 62 60 50 50 40 40 30 30 2004 2005 2006 2004 2005 2006 Fig 3 Graduation rate - Bachelor degree within 6 Fig 4 Graduation rate - Bachelor degree within 6 years, Black, -
UF Vs. Vanderbilt, Liberty, UNF - 1/3/2020 UF Vs
University of Florida HY-TEK's MEET MANAGER 7.0 - 4:29 PM 1/3/2020 Page 1 UF vs. Vanderbilt, Liberty, UNF - 1/3/2020 UF vs. Vanderbilt, Liberty, UNF Friday, January 3, 2020 Results - All Sessions Event 1 Women 200 Yard Medley Relay 1:36.40 A NCAA 1:37.05 B NCAA Team Relay Seed Time Finals Time Points 1 University of Florida-FL A NT 1:40.48 1) Dressel, Sherridon L SR 2) Fertel, Kelly A SR 3) Golding, Kathleen A FR 4) Garofalo, Isabella D SR 24.93 53.04 (28.11) 1:17.98 (24.94) 1:40.48 (22.50) 2 University of Florida-FL B NT 1:42.24 1) Zavaros, Rosie SO 2) Pearl, Vanessa A SO 3) Guzman, Celismar SO 4) Hillis, Gabrielle B JR 26.14 54.59 (28.45) 1:19.70 (25.11) 1:42.24 (22.54) 3 Liberty University-VA A NT 1:44.49 1) Keiner, Payton R JR 2) Herich, Mikayla D SR 3) Weiss, Brittany M SR 4) Donlin, Colleen M SR 26.01 56.17 (30.16) 1:21.37 (25.20) 1:44.49 (23.12) 4 University of Florida-FL C NT x1:45.57 1) Zweifel, Ellie I SO 2) Deboer, Adrianna G JR 3) Hatch, Jillian N SR 4) Dambacher, Kelsey N SR 27.97 56.63 (28.66) 1:22.03 (25.40) 1:45.57 (23.54) 5 Vanderbilt University-SE A NT 1:45.97 1) Burke, Abby E SO 2) Colwell, Lizzy M SO 3) Debeer, Tonner E SO 4) Buchanan, Kaley R JR 27.38 57.02 (29.64) 1:21.74 (24.72) 1:45.97 (24.23) 6 Liberty University-VA B NT 1:47.45 1) Haines, Shelby E SO 2) Schellenboom, Jessica R FR 3) Cohee, Lindsey J JR 4) Manly, Emily B JR 27.58 57.63 (30.05) 1:22.99 (25.36) 1:47.45 (24.46) 7 Vanderbilt University-SE B NT 1:48.18 1) Thorne, Bre M SR 2) Jones, Alina E FR 3) Nutter, Kristen M FR 4) Bauer, Allison C FR 27.75 58.43 -
Transfer Credit Equivalents for Engineering
TRANSFER CREDIT EQUIVALENTS FOR ENGINEERING School Course Number Description Uva Course # ALABAMA COLLEGES Auburn ENGR 2050 (3) Statics (3) MAE 2300 (3) ARIZONA COLLEGES Northern Arizona University CSE 110 (3) Principles of Programming w/ Java CS 1110 (3) ARKANSAS COLLEGES University of Arkansas-Little Rock SOCI 2300 (3) Introduction to Sociology SOC 1010 (3) University of Central Arkansas MATH 1592 (5) Calculus II APMA 1110 (4) MATH 2371 (3) Calculus III APMA 2120 (4) MATH 3320 (3) Linear Algebra APMA 3080 (3) MATH 3331 (3) Ordinary Differential Equa. APMA 2130 (4) MATH 4372 (3) Statistics APMA 3120 (3) CALIFORNIA COLLEGES Fullerton College MATH 250 AF Multivariable Calculus APMA 2120 (4) Orange Coast College ECON A170 (3) Microeconomics ECON 2010 (3) Palomer Community College CHEM 110 (3) General Chemistry CHEM 1610 (3) CHEM 110L (2) General Chemistry Lab CHEM 1611 (1) Stanford University CME 108-01 (3) Intro to Scientific Computing CHE 2216 (3) MSE 249-01 (3) Economic Growth & Development ECON 2000T (3) UC Berkeley MATH 53 Multivariable Calculus APMA 2120 (4) COLORADO COLLEGES Front Range Community College 1PHYS 212 (5) Physics: Calculus Based II PHYS 2415 (3) 1Per the Physics Dept. students cannot receive Physics lab PHYS 2419 (3) credit if the course is taken online. University of Colorado /Boulder CS 1150 (3) Principles of CS CS 1110 (3) EBIO 2070 (3) Principles of Genetics BIOL 3010 (3) & Developmental Biology CONNECTICUT COLLEGES Eastern Connecticut State University CHE 210 Gen. Chemistry I CHEM 1425 (3) CHE 211 Gen. Chemistry II CHEM 1610 (3) CHE 212 Gen. Chemistry I Lab CHEM 1429 (1) CHE 213 Gen.