Faculty and Staff

Zeolitic Imidazolate Frameworks (ZIFs) are one of the potential candidates as highly conducting networks with surface area with a possibility to be used as catalyst support. In the present study, highly active state-of-the-art Pt-NCNTFs catalyst was synthesized by pyrolyzing ZIF-67 along with Pt precursor under flowing Ar-H₂ (90-10 %) gas at 700 °C. XRD analysis indicated the formation of Pt-Co alloy on the surface of the nanostructured catalyst support. The high resolution TEM examination showed the particle size range of 7 to 10 nm. Proton exchange membrane fuel cell performance was evaluated by fabricating membrane electrode assemblies using Nafion-212 electrolyte using H₂/O₂ gases (100 % RH) at various temperatures. The peak power density of 630 mW.cm² was obtained with Pt-NCNTFs cathode catalyst and commercial Pt/C anode catalyst at 70 °C at ambient pressure.

This paper presents a Bayesian framework for evaluative classification. Current education policy debates center on arguments about whether and how to use student test score data in school and personnel evaluation. Proponents of such use argue that refusing to use data violates both the public’s need to hold schools accountable when they use taxpayer dollars and students’ right to educational opportunities. Opponents of formulaic use of test-score data argue that most standardized test data is susceptible to fatal technical flaws, is a partial picture of student achievement, and leads to behavior that corrupts the measures.

A Bayesian perspective on summative ordinal classification is a possible framework for combining quantitative outcome data for students with the qualitative types of evaluation that critics of high-stakes testing advocate. This paper describes the key characteristics of a Bayesian perspective on classification, describes a method to translate a naïve Bayesian classifier into a point-based system for evaluation, and draws conclusions from the comparison on the construction of algorithmic (including point-based) systems that could capture the political and practical benefits of a Bayesian approach. The most important practical conclusion is that point-based systems with fixed components and weights cannot capture the dynamic and political benefits of a reciprocal relationship between professional judgment and quantitative student outcome data.

This is a brief text intended for use in undergraduate school-and-society classes. Your class may also be titled “Social foundations of education.” “Social foundations of education” is an interdisciplinary field that includes both humanities and social-science perspectives on schooling. It thus includes study of the philosophy and history of education as well as sociological, economic, anthropological, and political perspectives on schooling.

The core of most social foundations classes lies in the relationship between formal schooling and broader society. This emphasis means that while some parts of psychology may be related to the core issues of social foundations classes—primarily social psychology—the questions that are asked within a social-foundations class are different from the questions raised in child development, educational psychology, and most teaching-methods classes. For example, after finishing the first chapter of this text, you should be able to answer the question, “Why does the federal government pay public schools to feed poor students at breakfast and lunch?” Though there is some psychology research tying nutrition to behavior and learning, the policy is based on much broader expectations of schools. In this case, “Children learn better if they are well-fed” both is based on research and also is an incomplete answer.

The current debate over graduate rate calculations and results has glossed over the relationship between student migration and the accuracy of various graduation rates proposed over the past five years. Three general grade-based graduation rates have been proposed recently, and each has a parallel version that includes an adjustment for migration, whether international, internal to the U.S., or between different school sectors. All of the adjustment factors have a similar form, allowing simulation of estimates from real data, assuming different unmeasured net migration rates. In addition, a new age-based graduation rate, based on mathematical demography, allows the simulation of estimates on a parallel basis using data from Virginia's public schools.

Both the direct analysis and simulation demonstrate that graduation rates can only be useful with accurate information about student migration. A discussion of Florida's experiences with longitudinal cohort graduation rates highlights some of the difficulties with the current status of the oldest state databases and the need for both technical confidence and definitional clarity. Meeting the No Child Left Behind mandates for school-level graduation rates requires confirmation of transfers and an audit of any state system for accuracy, and basing graduation rates on age would be a significant improvement over rates calculated using grade-based data.

The spread of academic testing for accountability purposes in multiple countries has obscured at least two historical purposes of academic testing: community ritual and management of the social structure. Testing for accountability is very different from the purpose of academic challenges one can identify in community “examinations” in 19th century North America, or exams’ controlling access to the civil service in Imperial China. Rather than testing for ritual or access to mobility, the modern uses of testing are much closer to the state-building project of a tax census, such as the Domesday Book of medieval Britain after the Norman Invasion, the social engineering projects described in James Scott's Seeing like a State (1998), or the “mapping the world” project that David Nye described in America as Second Creation (2004). This paper will explore both the instrumental and cultural differences among testing as ritual, testing as mobility control, and testing as state-building.

One way to view ‘equitable pedagogy’ is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and demonstrate understanding of that content. Assessment holds a unique position in the classroom in that it can both uncover whether inequitable conditions exist (i.e., performance gaps, denied OTL) and provide an OTL by mediating communication between teacher and students regarding learning progress and what is important to learn. Nevertheless, individuals entering teacher education programs often hold deficit views toward marginalized students, such as Language Minorities (LMs), believe that assessment strictly serves to evaluate learning, and do not do consider how language and culture influence student thinking–views supplanting assessment’s role at supporting an equitable pedagogy for LMs. Through surveys, interviews, program artifacts, and classroom observation, I report on a case study of one pre-service physics teacher, Dean, to depict how his expertise at assessing science did evolve throughout his yearlong teacher education program in terms of (a) becoming more knowledgeable of the role of language and (b) developing a belief in incorporating ‘discourse’ while assessing science. Within the case study, I analyze one particular episode from Dean’s teaching practicum to highlight remaining challenges for pre-service teachers to integrate science and language in classroom assessment—namely, interpreting students’ use of language along with their understanding of core science ideas. The findings underscore the need for connecting language and equity issues to content-area assessment in teacher preparation.

Research has shown that construction projects in Saudi Arabia have exhibited poor performance for the past three decades. The traditional risk management practices have been ineffective at helping contractors deliver projects on time and within budget while meeting quality expectations. Studies have identified that client decision making is one of the main causes of risks that occur on projects in Saudi Arabia. This paper proposes a new risk management model that can minimize client decision making, and enable the client to utilize expertise, thereby improving project quality and performance. The model is derived from the Information Measurement Theory (IMT) and Performance Information Procurement System (PIPS), both developed at Arizona State University in the United States (U.S.). The model has been tested over 1800 times in both construction and non-construction projects, showing a decrease in required management by owner by up to 80% and an increase in efficiency up to 40%.

A typical building construction process runs through three main consecutive phases: design, construction and operation. Currently, architects and engineers both engage in the creation of environmental designs that adequately reflect high performance through sustainability and energy efficiency in new buildings. Occupants of buildings have also recently demonstrated a dramatic increase in awareness regarding building operation, energy usage, and indoor air quality. The process of building construction is chronologically located between both the design and the operation phases. However, this phase has not yet been addressed in either understanding contractor behavior or developing innovative sustainable techniques. These two vital aspects have the potential to levy a dramatic impact on enhancing building performance and operational costs.

Repeatedly causing apprehension to the construction industry is a question that posits, “Why is there a gap/delta/inconsistency between the designed EUI, Energy Use Intensity, and the operational EUI”? Building occupants shall not be the only party that bears blame for the delta in energy. It is true, nonetheless, that occupants are part of the reason, but the contractor – as well as the entire construction phase - also remain prime suspects worth investigating. In the present time, research is predominantly focused on occupants (post-occupancy) and designers to educate and control the gap between designed and operational EUI. This research has succeeded in the identification of the construction phase, in conjunction with contractor behavior, as another main factor for initiating this energy gap. Therefore, not only is the coupling of sustainable strategies to the construction drivers crucial to attaining a sustainable project, but also it is integral to analyzing contractor behavior within each of the construction phases that play a vital role in successfully serving sustainability. Various techniques and approaches will assist contractors in amending their method statements to ensure a sustainable project.

This research correlates an existing project to the two proposed sustainable concepts: 1) Identify cost-saving strategies that may have been implemented or avoided during the construction process, and 2) Evaluate the impacts of implementing these strategies on overall performance. The adopted contexts are to partially foster sustainable architecture concepts to the Contractor process, and then proceed to analyze its cost implication on overall project performance. Results of the validation of this approach verify that when contractors embrace a sustainable construction process the overall project will yield various financial savings. A mixed-use project was utilized to validate these concepts, which indicated three outcomes: firstly, a 25% decrease in manpower for tiling while maintaining the same productivity, thus reflecting a saving of $3,500; next, increasing the productivity of concrete activity, which would shorten the duration of the construction by 45 days and reflect a saving of $1.5 million, and last of all, reducing the overhead costs of labor camps by efficiently orienting temporary shelters, which reveals a reduction in cooling and heating that returned a saving of approximately $10,000. This research develops a comprehensive evidence-based study that addresses the above-mentioned gap in the construction phase, which targets to yield a multi-dimensional tool that will allow: 1) integrating critical thinking and decision-making approaches regarding contractor behavior, and 2) adopting innovative sustainable construction methods that reflect reduction in operating costs.