von der Heyden S.,Stellenbosch University |
Bowie R.C.K.,University of California at Berkeley |
Prochazka K.,Forestry and Fisheries |
Bloomer P.,University of Pretoria |
And 2 more authors.
Journal of Evolutionary Biology | Year: 2011
Biogeographic boundaries are the meeting zone of broadly distributed faunas, or the actual cause of a faunal break. In the latter case, closely related sister species should be found across such a boundary. To achieve such a situation, preliminary stages are expected, where phylogeographic breaks followed by genetic cryptic speciation would be observed. Biogeographic boundaries, in the Cape Point/Cape Agulhas region of southern Africa, offer an ideal system to test such predictions. Here, we studied two intertidal clinid fish species that are endemic to southern Africa, Clinus superciliosus (n=127) and Muraenoclinus dorsalis (n=114). Using mitochondrial control region, 16S rRNA, 12S rRNA and NADH2 genes and the nuclear rhodopsin and the first intron of the S7 ribosomal protein gene, we show both phylogeographic breaks and likely cryptic speciation in each species. Pairwise Φ st results suggest population genetic structuring for both species, with higher levels for M. dorsalis (Φ st=0.34-0.93) than for C. superciliosus (Φ st=0.1-0.74). Further, we recover two and three distinct lineages within M. dorsalis and C. superciliosus, respectively. Phylogenetic topologies, concordance between nuclear and mitochondrial markers and levels of sequence divergence, which are consistent with closely related sister species pairs, suggest the presence of cryptic species. Our results therefore meet the expectation for reduced gene flow at a biogeographic barrier, which translates into significant genetic breaks and cryptic sister species. © 2011 The Authors. Journal of Evolutionary Biology © 2011 European Society For Evolutionary Biology.
PubMed | Cabrillo College, Centro Educativo Monsenor Francisco Beckmann, Smithsonian Tropical Research Institute, Louisiana State University and 8 more.
Type: Journal Article | Journal: Applications in plant sciences | Year: 2017
Field methodology and image analysis protocols using acoustic tomography were developed and evaluated as a tool to estimate the amount of internal decay and damage of living trees, with special attention to tropical rainforest trees with irregular trunk shapes.Living trunks of a diversity of tree species in tropical rainforests in the Republic of Panama were scanned using an Argus Electronic PiCUS 3 Sonic Tomograph and evaluated for the amount and patterns of internal decay. A protocol using ImageJ analysis software was used to quantify the proportions of intact and compromised wood. The protocols provide replicable estimates of internal decay and cavities for trees of varying shapes, wood density, and bark thickness.Sonic tomography, coupled with image analysis, provides an efficient, noninvasive approach to evaluate decay patterns and structural integrity of even irregularly shaped living trees.
News Article | November 21, 2016
An analysis of California’s college career training programs by leading higher education resource site, Community for Accredited Online Schools (AccreditedSchoolsOnline.org), has revealed the top 54 schools in the state for trade and vocational education. Crediting two-year and four-year schools respectively, the site ranked Lincoln University, Humphreys College Stockton and Modesto Campuses, University of LaVerne, American River College, Sacramento City College, College of the Sequoias, Cosumnes River College and Cerritos College among the top scoring for Best Schools for Trade & Vocational Programs in California for 2016-2017. “Some of today’s fastest growing industries are in trade and vocational fields, and projections show these industries continuing to gain steam over the next decade,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “The California colleges credited on our list are those helping students achieve maximum success with not only high quality training, but career placement and counseling services that can pave the way to successful job placement.” The Community for Accredited Online Schools requires colleges and universities to meet minimum standards to qualify for ranking. Institutions must be regionally accredited and hold public or private not-for-profit status to be considered. For the Best Trade & Vocational Programs list, schools must also offer career counseling and placement services to assist students. Qualifying schools are scored and ranked based on analysis of more than a dozen unique statistics, such as student-teacher ratios and program variety. A full list of schools on California’s ranking, as well as details on the data points and methodology used to determine scores and list position can be found at: Allan Hancock College American River College Antelope Valley College Bakersfield College Cabrillo College California College San Diego, San Diego California College San Diego, San Marcos Cerritos College Cerro Coso Community College Chabot College Chaffey College Citrus College City College of San Francisco Coastline Community College College of Alameda College of San Mateo College of the Canyons College of the Desert College of the Redwoods College of the Sequoias Contra Costa College Cosumnes River College Crafton Hills College Cuyamaca College De Anza College Diablo Valley College East Los Angeles College El Camino College Folsom Lake College Foothill College Fresno City College Fullerton College Glendale Community College Golden West College Grossmont College Humphreys College - Stockton & Modesto Campuses Imperial Valley College Irvine Valley College Lake Tahoe Community College Laney College Las Positas College Lassen Community College Lincoln University Long Beach City College Los Angeles City College Los Angeles Harbor College Los Angeles Mission College Los Angeles Pierce College Los Angeles Southwest College Los Angeles Trade Technical College Los Angeles Valley College Los Medanos College Merced College Mission College Monterey Peninsula College Moorpark College Moreno Valley College Mt. San Antonio College Napa Valley College Norco College Ohlone College Orange Coast College Oxnard College Pasadena City College Porterville College Reedley College Rio Hondo College Riverside City College Sacramento City College Saddleback College San Bernardino Valley College San Diego City College San Diego Mesa College San Diego Miramar College San Jose City College Santa Barbara City College Santa Monica College Santa Rosa Junior College Shasta College Sierra College Skyline College Solano Community College Taft College University of La Verne Ventura College Victor Valley College West Los Angeles College Yuba College About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.
News Article | October 28, 2016
The nation’s Best Construction Management Degree Programs have been ranked by leading online higher education resource site Community for Accredited Online Schools (AccreditedSchoolsOnline.org). Comparing data from both online and on-campus programs at two- and four-year schools respectively, the lists determine which schools provide the best overall Construction Management training for 2016-2017. Top scoring four-year schools include the University of Alaska Fairbanks, Utah Valley University, Florida State College at Jacksonville, College of Southern Nevada and Roger Williams University; top scoring two-year schools include Metropolitan Community College, Piedmont Community College, Cape Fear Community College, Edmonds Community College and Santa Fe Community College. “Construction management is a great degree for those interested in advancing their career in architecture, design or a variety of skilled trades,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “As student demand increases, the number of schools offering formal construction management degrees also rises, making our analysis of each program around the country extremely beneficial for college-bound students.” More than a dozen different school-specific metrics, from graduation rates to student-teacher ratios, are weighed against one another to determine the Best Construction Management Degree Programs in the country. Colleges must also meet a handful of standard guidelines to qualify for the AccreditedSchoolsOnline.org list; institutions are required to be accredited public or private not-for-profit entities. Each must also offer students career placement assistance or services. All schools named on the 2016-2017 Best Construction Management Degree Programs in the U.S. list are included below. Specific details on data and methodology used, as well as ranking order for each list can be found at the following link: Albany Technical College Arizona Western College Asheville-Buncombe Technical Community College Bossier Parish Community College Cabrillo College Cape Fear Community College Central Community College Central New Mexico Community College College of the Canyons College of the Desert Community College of Allegheny County Cosumnes River College Delaware County Community College Delta College Diablo Valley College Edmonds Community College Erie Community College Frederick Community College Gwinnett Technical College Harrisburg Area Community College - Harrisburg Inver Hills Community College Ivy Tech Community College Joliet Junior College Laney College Lee College Lorain County Community College Mesa Community College Metropolitan Community College Mississippi Gulf Coast Community College North Hennepin Community College Northland Pioneer College Parkland College Pickens Technical College Piedmont Community College Pitt Community College Prince George's Community College Rowan-Cabarrus Community College San Diego Mesa College Santa Fe Community College Savannah Technical College Sinclair College South Suburban College Texas State Technical College - Waco The Community College of Baltimore County Trinidad State Junior College Ventura College Victor Valley College Washburn Institute of Technology Washtenaw Community College Wilkes Community College Bowling Green State University - Main Campus Brazosport College Broward College Central Washington University College of Southern Nevada CUNY New York City College of Technology Drexel University Dunwoody College of Technology Eastern Michigan University Farmingdale State College Ferris State University Florida Agricultural and Mechanical University Florida State College at Jacksonville Indian River State College John Brown University Kennesaw State University Lawrence Technological University Mississippi State University Missouri Western State University Montana State University - Northern Morgan State University Navajo Technical University North Dakota State University - Main Campus Northern Michigan University Northern New Mexico College Oklahoma State University - Oklahoma City Pensacola State College Philadelphia University Pittsburg State University Pratt Institute – Main Campus Roger Williams University Seminole State College of Florida Snow College State College of Florida-Manatee - Sarasota SUNY College of Environmental Science and Forestry SUNY College of Technology at Alfred SUNY College of Technology at Delhi The University of Montana University of Akron Main Campus University of Alaska Fairbanks University of Arkansas at Little Rock University of Minnesota - Twin Cities University of Oklahoma - Norman Campus Utah State University Utah Valley University Valencia College Weber State University Western Carolina University Youngstown State University About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.
News Article | October 28, 2016
AffordableCollegesOnline.org, a leading source of higher education and student information, has named the Best Online Colleges in California for 2016-2017. A total of 60 schools received honors, with top marks going to California State University East Bay and Chico campuses, Humphreys College, Simpson University and the University of California, Berkeley for four year schools, and Lassen Community College, Foothill College and Diablo Valley College for two-year schools. The lists include the top 40 two year schools and top 20 four year schools to offer affordable, quality online learning in California. "California’s colleges have long been known for offering innovative, flexible learning options for online students,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "The schools on these lists are strong examples of what today’s online learning is all about, providing quality education and affordable rates to enhance student’s success outside a traditional classroom environment.” In order to qualify for California’s Best Online College lists, AffordableCollegesOnline.org requires schools to hold regional accreditation and be two year or four year public or private not-for-profit institutions respectively. To maintain affordability standards, only two year schools providing in-state tuition under $5,000 annually and four year colleges with in-state tuition under $25,000 were considered. To see the full list of schools and learn more about the specific data points used to determine each online college’s rank, follow the link below: California’s Best Two Year Online Colleges for 2016: Allan Hancock College American River College Barstow Community College Cabrillo College Citrus College City College of San Francisco Coastline Community College College of the Desert College of the Sequoias College of the Siskiyous Contra Costa College Cosumnes River College Cypress College Diablo Valley College Foothill College Hartnell College Imperial Valley College Las Positas College Lassen Community College Long Beach City College Los Angeles Harbor College Mendocino College Merced College Modesto Junior College Moorpark College Mt. San Jacinto Community College District Ohlone College Oxnard College Palo Verde College Pasadena City College Rio Hondo College San Diego Mesa College San Diego Miramar College Santa Rosa Junior College Solano Community College Ventura College West Hills College - Coalinga West Hills College - Lemoore West Los Angeles College West Valley College California’s Best Four Year Online Colleges for 2016: AffordableCollegesOnline.org began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.
Ungar H.,Cabrillo College |
Brown D.R.,Southwestern College at Winfield
Journal of Chemical Education | Year: 2010
ChemEd Bridges is an NSF-funded project that provides career and professional development opportunities for chemistry faculty members who teach at two-year colleges (2YCs). We broaden the interests and the horizons of these faculty members by building bridges between them and the broader community of chemical educators. In particular, we have increased the involvement of 2YC faculty in ACS national and regional activities, and we work to strengthen relations between the chemistry faculties of 2YCs and four-year colleges and universities. This report provides an overview of the 2YC student body and faculty, some recent ACS recommendations, and the resources and opportunities that ChemEd Bridges offers. © 2010 The American Chemical Society and Division of Chemical Education, Inc.
Waxman K.T.,California Institute for Nursing and Health Care |
Nichols A.A.,Stanford University |
Nichols A.A.,San Francisco State University |
O'Leary-Kelley C.,San Jose State University |
Miller M.,Cabrillo College
Simulation in Healthcare | Year: 2011
The Bay Area Simulation Collaborative (BASC), established in 2007, is a group of more than 100 schools of nursing and hospitals, totaling more than 600 faculty and hospital educators, from both service and academia in the ten counties that comprise the San Francisco Bay Area. The California Institute for Nursing & Health Care leads the BASC, which was funded through a grant from the Gordon and Betty Moore Foundation. This 3-year project was designed to train and educate nursing faculty and hospital educators in the concepts of simulation. It was also designed to develop clinical simulation scenarios for use within the BASC. Finally, the project implemented a research and evaluation agenda to demonstrate that simulation makes a positive difference in the critical thinking skills of nursing students. This article will describe the evolution, purpose, and goals of the BASC and how the initial investment has been leveraged to create addition regional collaboratives in the state and ultimately, the California Simulation Alliance. Copyright © 2011 Society for Simulation in Healthcare.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 596.35K | Year: 2015
There is an established need in the United States to increase the number of American scientists in the workforce. This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will award scholarships to help increase the number of students who complete associates degrees in engineering at Cabrillo College, transfer to 4-year institutions, and seek careers in STEM. As many as 84 scholars will participate in a three-year program, designed to immerse them in academic enrichment activities including participation in a learning community and a course meant to help them to develop strong professional identities through doing hands-on projects, interacting with local engineers, and touring local industry. The institutions STEM Center, will provide students with an abundance of resources including academic, career and financial aid advising, transfer assistance, mentorships, field trips, scholarship assistance, and study groups.
The project will address three challenges that Cabrillo College students face while attempting to obtain a STEM degree (a) long time to transfer (four or more years), (b) lack of math preparation and subsequent inability to succeed in precalculus, and (c) the high cost of living in the area. The scholars will participate in the Math, Engineering, and Science Achievement (MESA) program facilitated through the STEM Center. MESA will provide students with intensive precalulus preparation and peer-lead Academic Excellence workshops in math, engineering, computer science, and physics for those students who pass precalculus. Formative evaluation will address student and mentor satisfaction (surveys), the viability of the students educational plan, and academic progress. Summative evaluation will consist of an analysis of how well the project components align with successful attainment of the retention and graduation targets. Dissemination of the results of evaluation will be done through the annual MESA Leadership Retreat and the Research and Planning Group Strengthening Student Success conference (for California community college faculty and administrators) and help contribute to expanding the knowledge base regarding the circumstances under which programs of this type are successful.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 289.84K | Year: 2014
This project by Cabrillo College is working to develop an effective approach in undergraduate engineering education for students at this two-year Hispanic-Serving Institution (HSI). This research focuses on developing strategies that enhance interest and motivation of students and improve persistence and graduation rates in undergraduate STEM programs at Hispanic-Serving Institutions. This project will evaluate the impact that an engineering service-learning abroad project has on Latino and low-income students academic commitment and persistence in completing engineering degrees. Engineering service-learning abroad activities are effective motivators and career development experiences for students. Such experiences instill an appreciation for the world-changing potential that engineering offers. However, often the high cost of participation in service-learning abroad makes these experiences effectively out-of-reach for many engineering students attending two-year colleges. This project will expand the existing engineering service-learning abroad program at Cabrillo and make it possible for low income students to participate. It is expected that engineering service-learning abroad will have a positive influence on their commitment to engineering careers and persistence to degree completion. This study will accumulate data to test this hypothesis. A positive result will provide useful information regarding strategies that might be used to increase the number of low-income and Latino students who persist in engineering majors and complete degrees.
Cabrillo College Engineering Abroad Program conducts engineering service-learning abroad activities. The out-of-county component to this program takes place in Latin America. The existing program will be expanded in the course of this study. Projects focus on areas of dire need and the recent engineering abroad project was a rainwater catchment system to provide potable water to a small village. Initial work at Cabrillo indicates the potential of this engineering service learning abroad program to enhance the interest and motivation of students and improve their persistence. Initial work shows Latino student participants are integral to the project team because of their unique understanding of Hispanic culture and their skill as translators. Many Latino students have not traveled outside the United States. However their unique background results in their serving as leaders of the group which is the reverse of their experience in traditional classrooms. These experiences were found to have a dramatic impact on Latino student feelings of self-efficacy and empowerment. This project will more thoroughly investigate and document these results.
The project will yield evaluation data regarding the extent to which these activities have improved the skills of the participants. Established service-learning assessment methods will be used to measure: civic engagement, industry-relevant skills, global/cultural skills, personal growth, academic and career growth, and engineering skills. Other quantitative measurements will compare the academic performance and degree progress of students participating in the engineering abroad experience to corresponding outcomes achieved by students in a comparison group. Qualitative analyses will be employed to explore how the experience abroad may have contributed to changes in students confidence, plans for the future, perception of themselves as leaders, and commitment to the field of engineering.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 33.99K | Year: 2010
The Engaged Interdisciplinary Learning in Sustainability (EILS) project is designed to integrate new pedagogies, analytical skills and applied techniques to daily activities and practices critical to sustainability in the context of higher education. The project involves close interdisciplinary collaboration between faculty from engineering and social sciences, through creation and delivery of a series of courses, labs, teaching methods and materials in sustainability engineering and ecological design. EILS seeks to develop the field of Sustainability Science and Sustainability Studies (S4) and formalize it as a new intedisciplinary field. S4 is critical to a successful transition to a Nation and world that effectively and equitably protects the planets environment and ecology. The projects approach to S4 rests on the interdisciplinary integration of technical-scientific and social science fields of inquiry, taking as its focus research into and teaching about the engineering, scientific and social science elements of current and future policy and practice. The project applies new pedagogical approaches in courses, laboratory exercises, internships, workshops and careful assessment of instructor and student achievements. The project includes elements of STEM education, cyberlearning, and technological and social literacy elements, directed toward education of skilled professionals. This curriculum includes interactive laboratories in renewable energy systems, water resources, ecological footprint, sustainable agriculture, urban design, and life-cycle analysis which are accessible to students with diverse backgrounds. Most courses will include a service learning project for students with different disciplines to work together. This provides the opportunity to learn about engineering design and real life social implementation issues. Course and co-curricular materials are supplemented by detailed instructor manuals with emphasis on learner-centered pedagogy supported by formative and peer assessment strategies and a Handbook for Sustainability Engineering and Ecological Design.