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We present a computational study of Purcell factor enhancement for a novel hybrid-plasmonic ring resonator using a novel implementation of the body-of-revolution (BOR) finite-difference time-domain (FDTD) method. In this hybrid structure, a dielectric slot ring is surrounded by a metallic ring such that a hybrid plasmonic mode is generated within two thin low-index gaps. The surrounding metallic ring decreases the binding loss for small ring radii, leading to high-quality factors and mode-field confinement. The hybrid resonator shows high quality-factor values above 10³and small mode volumes down to${10}^{-3}{\left(\frac{\lambda }{n}\right)}^3$simultaneously, thus providing large Purcell factors (F_p> 10⁴). The distributed strong confinement within two gaps renders the proposed resonator useful for multi-emitter applications.

 

Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration. 

Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration.