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The increase in the concentration of geological gas emissions in the atmosphere and particularly the increase of methane is considered by the majority of the scientific community as the main cause of global climate change. The main reasons that place methane at the center of interest, lie in its high global warming potential (GWP) and its lifetime in the atmosphere. Anthropogenic processes, like engineering geology ones, highly affect the daily profile of gasses in the atmosphere. Should direct measures be taken to reduce emissions of methane, immediate global warming mitigation could be achieved. Due to its significance, methane has been monitored by many space missions over the years and as of 2017 by the Sentinel-5P mission. Considering the above, we conclude that monitoring and predicting future methane concentration based on past data is of vital importance for the course of climate change over the next decades. To that end, we introduce a method exploiting state-of-the-art recurrent neural networks (RNNs), which have been proven particularly effective in regression problems, such as time-series forecasting. Aligned with the green artificial intelligence (AI) initiative, the paper at hand investigates the ability of different RNN architectures to predict future methane concentration in the most active regions of Texas, Pennsylvania and West Virginia, by using Sentinel-5P methane data and focusing on computational and complexity efficiency. We conduct several empirical studies and utilize the obtained results to conclude the most effective architecture for the specific use case, establishing a competitive prediction performance that reaches up to a 0.7578 mean squared error on the evaluation set. Yet, taking into consideration the overall efficiency of the investigated models, we conclude that the exploitation of RNN architectures with less number of layers and a restricted number of units, i.e., one recurrent layer with 8 neurons, is able to better compensate for competitive prediction performance, meanwhile sustaining lower computational complexity and execution time. Finally, we compare RNN models against deep neural networks along with the well-established support vector regression, clearly highlighting the supremacy of the recurrent ones, as well as discuss future extensions of the introduced work. [ABSTRACT FROM AUTHOR]

Highlights • The flux of multivalent cations across non-selective CMX membranes was 1.4 times > sodium. • A CMX-S membrane at the cathode boundary reduced the flux of Ca, Mg, and Ba into the electrode rinse. • Ca, Mg and Ba interfered by blocking transfer sites on the CMX-S membrane at the cathode barrier. • Overall flux was improved by unblocking the CMX-S membrane with periodic polarity reversal. • Soluble Fe precipitated throughout the stack and within the diluate and concentrate tanks. Abstract Electrodialysis is an electrochemically driven membrane technology usually used for treating feed water containing several thousand mg/l total dissolved solids (TDS). This research investigated the use of conventional ED for the treatment of flowback water from shale gas hydraulic fracturing that contains up to tens of thousands of mg/l TDS and contain a mixture of multivalent cations. This paper discusses efforts to treat concentrated brines with electrodialysis and focuses on the mitigation of the detrimental effects of multivalent cations such as calcium, magnesium, barium, iron, and in the feedstock. A previous paper detailed the effects of calcium under defined lab conditions. The apparent calcium fouling (in and around) the electrode cells was mitigated by changing the single cathode chamber boundary membrane to a (CMX-S) that was more selective for monovalent cations. This paper covers efforts undertaken to mitigate problems associated with high concentrations of calcium, barium, iron, and magnesium. Four field samples of produced water from oil and gas operations in from the Marcellus shale formation (generally Pennsylvania, USA) and the Barnett shale formation (generally north central Texas, USA) were also tested. These results from field samples were similar to the results from lab defined tests. Mechanisms of process interference by the different multivalent cations appear different for each species. Calcium, magnesium, barium, and iron were preferentially transported from the diluate to the concentrate compared to sodium by a factor of about 1.4:1 on a charge basis resulting in a suppression of the flux of sodium to the concentrate. A single CMX-S membrane selective for monovalent cations was placed at the cathode barrier resulting in a reduced flux of calcium, magnesium and barium into the electrode rinse. However total ion flux was inhibited caused by apparent blockage of the cation transfer sites on the CMX-S membrane by the stagnant multivalent cations. A series of tests with periodic pulse polarity-reversal (anode and cathode reversed for a brief time) indicted the blockage by calcium and barium was immediately reversable, however, iron was more problematic and may have precipitated on membrane surfaces other than the cathode barrier. [ABSTRACT FROM AUTHOR]

The Pell Grant is the foundational need-based student aid program in the United States, providing students of lower socio-economic status a pathway to afford college costs and educational expenses. Currently, over one-third of all U.S. undergraduate students receive Pell. This paper examines federal Pell assistance and institutional costs for students at the 38 publicly controlled regional Historically Black Colleges and Universities (HBCUs), which serve high average percentages of low-income students and students of color. By deploying the University of Alabama Education Policy Center's new Mission-Driven Classification System to enrollment, tuition and fees, and other costs metrics along with federal Pell and student loan data from the Integrated Postsecondary Education Data System (IPEDS), a more direct apples-to-apples comparison of the 38 public regional HBCUs to the 182 public regional non-HBCU in the same 19 southern states, is revealed, as are comparisons to the universe of 461 public regional universities nationally. This paper finds that America's most financially disadvantaged students rely on Pell Grants to alleviate financial constraints at public regional HBCUs, where 55 percent of students are Pell recipients, a rate 24 percent higher than their non-HBCU counterparts. Moreover, the data underscore an opportunity for Congress to construct a meaningful federal role in higher education by providing stable and sustainable funding for the Pell Grant program.

Although minority-serving institutions (MSIs) educate nearly one fifth of the nation's college students, there is to date little research on MSI's return on investment (ROI). To address this, the University of Pennsylvania and Educational Testing Service commissioned four papers focusing on the ROI for MSIs, which were presented originally in December 2015 at the National Convening on Return on Investment for Minority Serving Institutions. This report contains the four papers presented at the seminar, as well as an introduction: (1) Introduction (Marybeth Gasman, Andrés Castro Samayoa, William C. Boland, Amanda Washington, Chris D. Jimenez, & Paola Esmieu); (2) Return on Investment for Hispanic-Serving Institutions in Texas: A Comparative Analysis of Institutional Types (Toby J. Park, Stella M. Flores, Christopher J. Ryan, Jr., & Chris D. Jimenez); (3) Reframing Return on Investments for Tribal Colleges and Universities: Aligning Analyses With Tribal Priorities and Educational Missions (Stephanie Carroll Rainie & Ginger C. Stull); (4) A Return on Investment Analysis for Black Graduates of Historically Black Colleges and Universities: Insights From Three Studies (Terrell L. Strayhorn); and (5) The Return on Investment for an AANAPISI-Funded Program: Outcomes for Asian American and Pacific Islander Community College Students (Cynthia M. Alcantar, Margary Martin, Bach Mai Dolly Nguyen, Robert T. Teranishi, & Jossie Muñoz).

This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.

After recounting the historical circumstances of the establishment of independent boards at Catholic colleges and universities, this paper considers the present conditions of boards at six Holy Cross institutions. Interviews and correspondence with the presidents of these institutions provided answers to a number of questions, including: How are boards educated in the institution's Catholic mission and identity? Are they typically educated in the principles of Catholic social thought? Are lay members expected to be well-informed about the institution's Catholic mission and identity, or is this considered to be the charge of members representing the religious congregation? The paper closes by considering the prospects for the next fifty years of partnership between religious and lay persons in the governance of Catholic colleges and universities. In particular, what roles and expectations are appropriate for lay members of boards, especially in light of Vatican II's declaration that "modern conditions demand that [the lay] apostolate be broadened and intensified" (Decree on the Apostolate of the Laity, §1)?

A review of the literature on corporate governance serves to demonstrate the applicability of many governance solutions to the university setting. Based on a review of university scandals, most of which are recent but some of which took place decades ago, it is possible to categorize them as follows: sex scandals, drugs, cheating, hazing, admissions and diplomas, on-the-job consumption, athletics, and murder. Several examples are provided in the paper, along with their impact on various stakeholders. The paper then discusses a variety of solutions designed to either preempt the activities potentially leading to scandal, to deter them or to punish perpetrators. Some of these involve structural changes, institutional policies and procedures, fines, terminations, and sanctions. The paper emphasizes the proactive safeguards which govern and monitor to make sure that universities do not suffer on the back end and that their reputations do not suffer into the future.

Purpose/Objectives: This study investigated the use of electronic and paper-based point-of-service (POS) systems in school nutrition programs (SNPs), including associated challenges and the desired skills and existing training practices for personnel handling such systems. Methods: A questionnaire was developed based on interviews with 25 SNP management staff, pilot-tested, and revised. The link to the online questionnaire was emailed to 1,500 SNP directors in 14 states. An additional 500 paper-based questionnaires were mailed to SNP directors in small districts or private/charter schools. Descriptive statistics were summarized using SPSS software. Results: There were 319 respondents, and 272 used an electronic system only; 22 of them used a paperbased system only; 21 used a combination of electronic and paper-based POS systems; and 4 contained missing data. Technical support from vendors (n = 221) was the most important factor for electronic POS system selection. The ability to customize reports (n = 35, 10.0%) and interface with district student data management systems (n = 21, 6.6%) were indicated as the main challenges. Small school or district size (n = 29, 9.1%) was the main reason for using a paper-based POS system. Concerns for paper-based system users pertained to accuracy of reimbursable meal counts (n = 28, 8.8%) and time lag in data processing (n = 27, 8.5%). Good customer service (n = 183, 57.4%) and computer literacy (n = 160, 50.2%) were desirable skills for POS handlers. Multiple individuals such as district directors and POS system vendors were involved in providing POS training which varied in frequency, format, and length between small and large districts. Applications to Child Nutrition Professionals: Electronic POS systems were more prevalent than paper-based systems in SNPs, but challenges existed for both types of systems. School nutrition management staff should consider price, compatibility, functionality, and technical support prior to purchasing a POS system. For SNPs where paper-based POS systems are used, best practices in data management may need to be developed and communicated with directors to improve accuracy of reports. POS training by qualified individuals should be provided regularly to ensure accuracy of transactions and reporting.

In February 2015 a large group of scholars, researchers, and practitioners interested in P-20 finance issues gathered in St. Louis, Missouri, for the National Education Finance Academy's annual conference, on February 25-27, 2015 to discuss, among multiple topics, the state of P-20 finance in all 50 states. There were 35 states represented in the round table session and representatives of 30 of those states submitted their manuscripts to the "Journal of Education Finance" for publication. This is the third year that JEF has published the State of the States manuscripts as a service to those interested in trends around P-20 finance and the 28 states represents the highest number of states included in the report to date. However, it is the intention to have all 50 states represented by 2016 and individuals interested in representing currently unrepresented states should contact Drs. Weiler and Hartman. Presenters at the 2015 National Education Finance Academy's State of the States Round table session were directed to address the following topics: (1) Funding priorities/trends for P-12 and/or higher education (2) Changes to the funding formula for P-12 and/or higher education; (3) Pressing issues affecting P-12 and/or higher education funding; (4) Exclusive to P-12: Diverting funds from public school districts; and (5) Exclusive to Higher Education: Trends in state funding for public institutions. The following information summarizes some of the more prevalent trends observed in the submissions. The following manuscripts are presented here listed alphabetically by state: (1) Alabama (Brenda Mendiola and Philip Westbrook); (2) Arizona (Oscar Jimenez-Castellanos and David Martinez); (3) Arkansas (Dongfang Liu and Chao Liu); (4) California (Henry Tran); (5) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (6) Georgia (Brittany Larkin); (7) Hawaii (Christine Kiracofe); (8) Illinois (Kelly H. Summers and Christine Kiracofe); (9) Kansas (Thomas A. DeLuca); (10) Kentucky (Tyrone Bynoe); (11) Louisiana (David G. Buckman); (12) Maryland (Sarah Irvine Belson and Thomas Husted); (13) Michigan (Brett Geier and Dennis McCrumb ); (14) Minnesota (Nicola A. Alexander); (15) Montana (Lou L. Sabina); (16) Nebraska (Barbara Y. LaCost); (17) Nevada (Deborah A. Verstegen); (18) New Jersey (Luke J. Stedrak and Robert Kelchen); (19) New Mexico (Joshua M. Cohen); (20) New York (Osnat Zaken); (21) North Carolina (Lisa G. Driscoll and Jim R. Watson ); (22) Ohio (Carlee Escue Simon); (23) Pennsylvania (Tim Shrom and William Hartman); (24) South Carolina (Misty B. Soles and Robert C. Knoeppel); (25) Tennessee (Betty Cox); (26) Texas (Ken Helvey); (27) Virginia (William Owings, Leslie S. Kaplan, and Richard G. Salmon); (28) Wisconsin (Faith E. Crampton); and (29) Wyoming (Kelly H. Summers). References are provided with each individual paper.

Conventional wisdom and antiquated stage development theories have had a negative effect on children's spirituality. This paper looks at an innovative spiritual practice (embodied prayer) that instead promotes children's agency and embodied engagement in multi-layered meaning making. It traces both the ways in which children respond to higher levels of trust in their ability to reflect on spiritual ideas and experiences, as well as challenges and changes in understanding and practice that adult facilitators experience as they learn new ways of supporting children's spiritual development.

Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions. [This article was written with the Digital Democratic Dialogue (3d) Teacher Community.]

This paper describes and compares the profiles of the top accounting programs in the United States as identified by "U.S. News and World Report" in 2004 with the profiles of the top accounting programs in the United States as identified by the "Accounting Degree Review" in 2014. The "Accounting Degree Review"'s list is a weighted average based on the rankings in "U.S. News and World Report," "Bloomberg Business Week," and "Public Accounting Report." A thorough examination of each schools web site has been conducted to gather information concerning the requirements for an undergraduate degree in accounting from two points in time over a ten year span (2004 and 2014). Course descriptions rather than simply course titles have been evaluated for each accounting course included in the business core and requirements of the accounting major. The emphasis of the study is, not only to develop a profile of top programs but also, to determine changes within accounting programs during the period from 2004 to 2014. [Note: The citation shown on this PDF (v9 n2 Fall 2015) is incorrect. The correct citation is v13 n1 Spr 2017.]

Self-harm involves the direct and deliberate destruction of body tissue without suicidal intent and is identified as a maladaptive attempt to cope with stressful emotions. This descriptive, correlational study used a secondary analysis of 5,411 high school students where 72% (n = 3,895) reported knowing someone who had cut or tried to harm themselves in some other way. Students who reported knowing someone who self-harms were more likely to smoke cigarettes, drink alcohol, and use drugs. These students also reported higher rates of bullying, cyberbullying, in addition to Internet risk taking with sexting, and receiving sexts. Nurses, practitioners, and other professionals are in key roles to assess risk taking behaviors in adolescents. Focused health interventions and educational programs that emphasize screening, prevention, risk reduction and safety in addition to long-term impact are imperative to detect vulnerable and at-risk adolescents. [ABSTRACT FROM AUTHOR]

This paper examines primarily the courses in the accounting major and a portion of the business core of the best thirty accounting programs in the United States as identified by the Accounting Degree Review. A thorough examination of each school's web site has been conducted to gather current (2014) information concerning the requirements for a degree in accounting. Course descriptions rather than simply course titles have been evaluated for each accounting course included in the business core and accounting major requirement. The emphasis of the study is, not only to develop a profile from the best programs but also, to compare accounting programs at public and private schools. Also, possible differences between accounting programs in schools with Accounting accreditation and schools with Business accreditation are shown.

On February 24, 2017, all of the authors of the state-of-the-state manuscripts published in the "Journal of Education Finance" met in Cincinnati, Ohio, to participate in a roundtable discussion focused on recent legislative actions in 38 states. A majority of those papers were revised to reflect a final report on legislative actions impacting the funding of P-12 and higher education. Overall, adequate funding for education continues to be an issue many states are struggling with. There is reason to be hopeful, as several states have seen increases in per pupil funding and teacher salaries. When facing funding shortfalls, some states have begun considering alternate sources of funding for public education. In complicated fiscal times like these, it is anticipated that an increasing number of states will look to novel forms of raising revenue for public schools. The following contents are included: (1) The Good, the Bad, and the Alarming: Commentary on the 2017 State of the States Submissions (Brittany Larkin, Christine Kiracofe, and Spencer Weiler); (2) Alabama (Philip Westbrook and Brenda Mendiola); (3) Alaska (Amy Dagley); (4) Arizona (David G. Martinez and Oscar Jimenez-Castellanos); (5) Arkansas (Steve Bounds); (6) California (Henry Tran); (7) Colorado (Gabriel R. Serna and Spencer C. Weiler); (8) Connecticut (Lesley A. DeNardis); (9) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (10) Georgia (David G. Buckman and Tommy Jackson); (11) Illinois (Christine Kiracofe); (12) Indiana (Scott Rodger Sweetland); (13) Kansas (Thomas A. DeLuca); (14) Kentucky (Tyrone Bynoe); (15) Louisiana (Arvin Johnson, Venice M. Adams, and David G. Buckman); (16) Massachusetts (Tyrone Bynoe); (17) Michigan (Brett A. Geier); (18) Minnesota (Nicola A. Alexander); (19) Mississippi (Spencer D. Stone and Joshua A. Money); (20) Nebraska (Barbara La Cost); (21) Nevada (Deborah A. Verstegen, Oscar Jimenez-Castellanos, and David Martinez); (22) New Hampshire (F. Frank Ayata and Jeremy M. Anderson); (23) New Jersey (Luke J. Stedrak); (24) New Mexico (David G. Martinez and Oscar Jimenez-Castellanos); (25) New York (Osnat Zaken); (26) North Carolina (Walter Hart, Jim R. Watson, and Lisa G. Driscoll); (27) Ohio (Barbara M. De Luca, Krystel H. Chenault, and Randall S. Vesely); (28) Oklahoma (Jeffrey Maiden and Channa Byerly); (29) Oregon (Michael C. Petko); (30) Pennsylvania (Jeremy Anderson and F. Frank Ayata); (31) Tennessee (Lisa G. Driscoll and Betty Cox); (32) Texas (Ken Helvey); (33) Virginia (William Owings and Leslie S. Kaplan); (34) West Virginia (Drew Milligan); (35) Wisconsin (Michael C. Petko); and (36) Wyoming (Joshua M. Cohen). [For the previous year, see EJ1170086.]

Primary objective: To develop and provide initial validation of a measure for accurately determining the need for Constant Visual Observation (CVO) in patients with traumatic brain injury (TBI) admitted to inpatient rehabilitation. Research design: Rating scale development and evaluation through Rasch analysis and assessment of concurrent validity. Methods and procedures: One hundred and thirty-four individuals with moderate–severe TBI were studied in seven inpatient brain rehabilitation units associated with the National Institute for Disability, Independent Living and Rehabilitation Research (NIDILRR) TBI Model System. Participants were rated on the preliminary version of the CVO Needs Assessment scale (CVONA) and, by independent raters, on the Levels of Risk (LoR) and Supervision Rating Scale (SRS) at four time points during inpatient rehabilitation: admission, Days 2–3, Days 5–6 and Days 8–9. Outcomes and results: After pruning misfitting items, the CVONA showed satisfactory internal consistency (Person Reliability = 0.85–0.88) across time points. With reference to the LoR and SRS, low false negative rates (sensitivity > 90%) were associated with moderate-to-high false positive rates (29–56%). Conclusions: The CVONA may be a useful objective metric to complement clinical judgement regarding the need for CVO; however, further prospective study is desirable to further assess its utility in identifying at-risk patients, reducing adverse events and decreasing CVO costs. [ABSTRACT FROM AUTHOR]

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Little research has focused on the risk of sexual addiction within an inpatient drug and alcohol treatment facility. The present study compared the rate and severity of sexual addiction in three chemical dependency units (30-dayprimary, 30-day relapse, and 90-day extended). A total of 485 participants completed the Sexual Addiction Screening Test-Revised (SAST-R). Demographic variables and substance and psychiatric diagnoses were gathered through patient chart review. Prevalence rates by unit were Primary Care 18%, Relapse 18.6%, and Extended Care 29.0%. Participants in Extended Care had a significantly higher prevalence of being identified as at risk for sexual addiction than either Relapse or Primary Care. Results showed significant differences in scores on the SAST-R in individuals in Extended Care as compared to individuals in either the Primary or Relapse units. Significant gender differences also emerged overall and by unit. Higher rates of diagnoses of certain chemical substances and psychiatric disorders emerged between the individuals at risk for sexual addiction versus those not at risk. This study is the first to explore risk for sexual addiction in inpatient substance use disorder treatment at different levels of care, and it demonstrates the need for further research that can differentiate between substance use disorders and sexual addiction in order to provide early intervention to improve treatment outcomes and prevent relapse. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research "on" these institutions, the authors worked with them to understand their successes and build upon their capacity in the science, technology, engineering and math (STEM) areas. Through this process, the authors aimed to bring exposure and interest to the practices that HBCUs use to increase and nurture success in African American students--practices that are rarely used in mainstream STEM programs and, in fact, run counter to well-established practices across STEM. The goal is to challenge traditional methods for pursuing STEM education research as the authors offer alternative methods the uplift and empower HBCUs. Design/methodology/approach: The authors used the constant comparative method in developing, testing, and writing-up the HBCU success stories. The constant comparative method collects data in a systematic way by engaging in ongoing exploration and verification of findings with key stakeholders (in this case, the teachers, students and staff at the HBCUs). Across the ten HBCUs in the sample, at least one success story or model at each institution was identified; in some instances, there were more. Findings: The research project had several implications for the social and economic health of society. First, supporting the work of HBCUs contributes to the diversification of the STEM fields and addresses the severe drought in the STEM workforce. It is without doubt that a diverse workforce--the unique perspectives and backgrounds of each individual--has a positive and significant influence on progress and innovation in any field. Despite increasingly growing minority communities across the country, many Blacks continue to face roadblocks that impede their opportunities and abilities in the K-20 pipeline and STEM education, specifically. Because HBCUs have a long history and record of tearing down those roadblocks and contributing Black students to the STEM workforce, they are prime and optimal sites for long-term investment. Second, improving the abilities of HBCUs to support student success in STEM also increases the likelihood of greater STEM minority teachers and faculty. A significant factor in the success of minority students in STEM is the opportunity to be taught and mentored by faculty members that look like them and/or deeply understand their personal background and struggles. For many Black students, the presence of a Black science professor can improve and retain student interest and aspiration in STEM. But with so few Black STEM faculty members, many students can easily fall through the cracks. Third, aside from the nation's security and health, supporting HBCUs' work in STEM student achievement represents immeasurable benefits for the individual and his/her family for many generations to come (i.e. society overall). Occupations in STEM are plentiful and fruitful for those who achieve the required credentials. Increasing opportunities for Black students to pursue these STEM careers can establish a path toward upward social mobility. The realization of these benefits is contingent upon the investment in early achievement in STEM courses. Research limitations/implications: Several research based outcomes are scheduled to result from this project, including a major policy report on HBCUs and their approaches to STEM education (co-constructed with the HBCU representatives); several peer reviewed articles (authored by us as well as the HBCU representatives); a national convening (showcasing both the best practices and the results of the HBCUs' funded capacity building projects with the HBCU representatives as the primary speakers rather than us); a website featuring the work of the 10 HBCUs, active use of social media to disseminate the findings of the project; several op-eds written for a general audience and co-authored with HBCU representatives; and an authored book published by a university press. Practical implications: Best practices gleaned from this project are being shared in a scholarly manner, but they will be shared in ways that are accessible to practitioners, including presidents, faculty, academic advisors, student success staff and other HBCU practitioners. In addition, best practices will be shared with majority colleges and universities to strengthen and improve practices more broadly in STEM. The authors are working with organizations such as the Association of American Universities, Association of Public Land Grant Universities and the American Association of Colleges and Universities to showcase the work of HBCUs and disseminate information. Social implications: Conducting research projects in which the research inquiry is co-constructed and the resulting research products are also co-constructed and even co-authored is an empowering and collaborative way to work across institutional types. More importantly, this approach brings attention to those researchers and teachers at HBCUs that are doing the day-to-day work with students, training them to be scientists, doctors and professors. Too often, only those conducting studies on STEM are credited with "discovering" success models for student learning. The authors think that those who have created these models and use them should be recognized and included in the research and dissemination process, and the authors encourage others to think more broadly and openly about collaborative research that engages the voices of HBCU researchers and students. Originality/value: This project also has much to teach others about collaborating through research. First, collaborating when conducting research related to STEM is essential, as it encourages collaboration within STEM and among STEM researchers. HBCU researchers that were a part of our project--biologists, physicist and chemists--were encouraged to work across disciplinary lines and together to understand their own STEM education practices more fully.

The oil boom in the North Dakota oilfields has resulted in improved energy security for the US. Recent estimates of oil production rates indicate that even completion of the Keystone XL pipeline will only fractionally reduce the need to ship this oil by rail. Current levels of oil shipment have already caused significant strain on rail infrastructure and led to crude oil train derailments, resulting in loss of life and property. Treating crude oil as a multicomponent liquid fuel, this work aims to understand crude oil droplet burning and thereby lead to methods to improve train fire safety. Sub-millimeter sized droplets of Pennsylvania, Texas, Colorado, and Bakken crude were burned, and the process was recorded with charge-couple device (CCD) and complementary metal-oxide semiconductor (CMOS) high-speed cameras. The resulting images were post-processed to obtain various combustion parameters, such as burning rate, ignition delay, total combustion time, and microexplosion behavior. The soot left behind was analyzed using a Scanning Electron Microscope (SEM). This data is expected be used for validation of combustion models for complex multicomponent liquid fuels, and subsequently in the modification of combustion properties of crude oil using various additives to make it safer to transport. [ABSTRACT FROM AUTHOR]