Factors influencing the recruitment and retention of undergraduates as reported by African American graduates of Texas A&M University between May 1998 and December 2003

Harnsberry, John Gabriel Texas A&M University 2005 해외박사(DDOD)

The purpose of this study was to examine the influential effects various factors had on the recruitment and the retention of African American undergraduates at Texas A&M University, as perceived by those African Americans who had successfully completed their plans of study and received baccalaureate degrees between May 1998 and December 2003. Data were acquired through e-mail surveys in which three massive e-mailings were broadcast from the collected files of The Association of Former Students of Texas A&M. In this survey, the questionnaire contained closed-ended questions with five-part Likert-type responses. Additionally, the African American alumni were provided the opportunity to recommend additional practices for future recruitment and retention of African American undergraduates at A&M. An extensive review of the literature that supports this record of study regarding recruitment and retention of African American undergraduate students was made, and in the review, family involvement in education and home/school/campus characteristics revealed numerous studies that support the positive relationship between family involvement in education and success. There is, however, evidence of barriers, frustration, and discouragement experienced by these African American undergraduate stakeholders in their campus relationships. Research findings of this study included: (1) The research showed that for this population, the academic standing of A&M is the most influential recruitment practice. Recruitment efforts should concentrate on the most effective recruitment strategies by developing materials that highlight and focus on academic standing as reported by leading publications indicating how A&M is ranked against colleges and universities across the nation. (2) The research showed that the available curriculum at A&M is also an influential recruitment practice. From data discovered in this research, engineering, computer technology, psychology, and journalism were the most popular curriculum attraction to African American students. Implications from the research include: (1) One significant difference was the finding that the African American females looked more favorably on an institution of higher learning that had a larger enrollment. (2) The other significant difference was the finding that African American males looked more favorably at institutions of higher learning that held higher national ranking in sports in which they were interested.

Engineering and management experience at Texas A&M Transportation Institute

Chowdhury, Arif Tahjibul Texas A&M University 2014 해외박사(DDOD)

This manuscript presents the author's engineering and management experience during his internship in the Materials and Pavements (M&P) Division at the Texas A&M Transportation Institute (TTI), and is a record of study for the Doctor of Engineering at Texas A&M University. Through this internship, he met his established internship objectives of gaining technical knowledge as well as knowledge and skills in project management, organizational communication, and quality management of pavement condition data, and of attaining professional development. In meeting these objectives, the author describes the history, mission, and organizational structure of his workplace. He also presents his experience of developing and delivering a two-week training course on pavement design and construction in Kosovo. Participating in a number of professional development training courses and other activities prepared him for working as an engineering manager. These activities include Delta-T leadership training, an instructor development course, a time management and organizational skills course, and the M&P Division lecture series. Leadership and skills learned through the Delta-T program were beneficial for the employee as well as the employer. For the class project, the author and his teammates performed a study dealing with improving TTI's deliverables. The Delta-T team composed a report summarizing their efforts of examining the current state of TTI's project deliverables, the deliverables' shortcomings, and potential enhancements to expand the deliverables' appeal to additional types of potential users outside the traditional research community. The team also developed a prototype web-based model of deliverables and presented some implementation recommendations. Participating in the Texas Department of Transportation's (TxDOT's) pavement surface distress data collection program enabled the author to become familiar with pavement distress data quality management and thus attain the technical and nontechnical skills required for project management. He noticed some areas for improvement in TxDOT's rater's manual, rater's training class, and acceptance criteria for visual distress data.

Ecological and sociological considerations of using the TTVAR (trap, test, vaccinate, alter, return) method to control free-ranging domestic cat, Felis catus, populations

Ash, Sara Jane Texas A&M University 2001 해외박사(DDOD)

To evaluate the assumptions made by trap, test, vaccinate, alter, return (TTVAR) proponents, I investigated the intraspecific spatial ecology of TTVAR-managed cats living on Texas A&M University property and on private property in College Station, Texas. Additionally, I surveyed Texas A&M University employees regarding cats that lived on university property and employees' preferred cat population control methods. Comparisons of home range size, distance between individuals, coefficients of association, and distance between cats and feeding stations were made between groups of TTVAR-managed cats that had a history of low food predictability and groups of TTVAR-managed cats that had a history of high food predictability. Cats that were fed predictably prior to the initiation of the TTVAR program differed (P < 0.05) from those that foraged from numerous unpredictable patches in home range size, distance among individuals in spatial groups, and distance from feeding station. However, no difference (P = 0.1231) in coefficients of association was found. The results of this study demonstrated that cats with different historical levels of food predictability are not comparable with regards to spatial behavior. Claims about territorial defense, based on studies of cat colonies that foraged from rich predictable food sources, do not apply to all populations of stray or feral cats. Slightly more respondents (54.6%) preferred TTVAR as opposed to removal (42.2%) as a control strategy for cats on campus. Few respondents (3.1%) preferred no control. The preference of control method by Texas A&M University employees varied (P < 0.050) given location of cat population, perception of nuisance, sex of respondent, and expectation of the impact of each control method. The results confirmed that generalizations about the opinions of the public regarding cat control were unfounded.

The relationship of Texas A and M AgriLife Extension Summer Horsemanship School instructors' evaluated competencies to the self-perceived competencies of youth and adult participants

Antilley, Teri Jill Texas A&M University 2015 해외박사(DDOD)

The purpose of this study was to determine if participants of the Texas A&M AgriLife Extension Summer Horsemanship School Program, from 2006 through 2014, perceived increases in learning and competency. In addition, the relationship of the horsemanship school instructors' evaluated competencies with the self-perceived learning and competency of youth and adult participants was tested. A non-random, purposive sample of 37 different instructor teams, comprised of 58 different, individual instructors (53 female, 5 male), were evaluated, along with participants at 202 of the 239 horsemanship schools, resulting in a non-random, purposive sample of 2,701 completed questionnaires. Evaluations were grouped by county and year and compared to the scores of instructor teams who taught those groups. Questionnaires were analyzed for both all ages of participants and 4-H age (8-19) only. Analysis of data revealed that all participants perceived an increase in learning (M = 3.89, SD = 0.54) and competency (M = 3.90, SD = 0.50) after completing the horsemanship school. When analyzed separately, data with only 4-H ages indicated that participant learning and competency increased as rider age increased (p < 0.01). Data showed no significant relationships among instructor teams' competency (pattern and speaking scores) and participants' learning and competency, either of all ages or 4-H ages only; however, significant positive relationships (p < 0.01) were found between instructors' pattern and speaking scores, as well as between participants' learning and competency. No significant relationship was seen between instructor teams' scores on a specific horsemanship maneuver and the degree of perceived learning in the participants they taught on that same horsemanship maneuver. When participants of all ages were analyzed, data indicated that learning declined ( p < 0.05) as instructors taught more schools. Additionally, analysis of data pointed to a decline in learning (p < 0.05) of participants of all ages, as the instructor got older, and when reviewing participants of 4-H age only, data revealed that both learning (p < 0.01) and competency (p < 0.05) were negatively related to instructor age. These results could be a starting point for future studies of the Texas A&M AgriLife Extension Summer Horsemanship School Program.

Assessing critical thinking skills through collegiate livestock evaluation participation

Poe, Allen Brant Texas A&M University ProQuest Dissertations & Thes 2016 해외박사(DDOD)

Career-building competitions, such as collegiate livestock evaluation, claim to enhance writing and speaking skills, confidence in making decisions, teamwork, and critical thinking skills of participants, yet there is limited data to validate these claims. The aim of this study was to assess and record the role participating on a collegiate livestock team might play in developing critical thinking skills. The Watson-Glaser(TM) II Critical Thinking Appraisal (WGCTA) exam provided a way to objectively assess and record the critical thinking skills of collegiate livestock evaluators at two community colleges and two universities. Demographic information was obtained from 84 study participants to describe the characteristics of collegiate livestock evaluation. Although no statistically significant correlations were found between the demographic components and WGCTA scores, university participants recorded higher WGCTA mean scores in comparison to community college evaluators (P = 0.0019). The primary objective of this study was to assess the critical thinking level of collegiate livestock evaluation team members. The mean WGCTA score for all evaluators was (M = 20.92, SD = 4.65) out of a possible 40. The overall mean of community college participants (M = 19.30, SD = 3.52) and university participants (M = 22.39, SD = 5.08) was tabulated. In this study, male participants recorded higher mean WGCTA scores (M = 21.13, SD = 4.90) than females' (M = 20.56, SD = 4.25); although a difference of 0.57 was recorded, a t-test concluded there was no significant statistical difference between the total raw critical thinking scores across genders. Participants with a GPA between 3.0--3.49 recorded the highest mean score in this study (M = 21.47, SD = 4.99), followed by those with a GPA of 3.5 and greater (M = 20.85, SD = 4.39), while participants with a GPA less than 2.9 recorded the lowest WGCTA mean (M = 19.00, SD = 1.42). A Pearson product-moment correlation was computed and identified a positive correlation between Top 10 individual finishes and the number of Top 10 finishes in oral reasons (r2 = 0.84, n = 84, p < .0001). A positive correlation was discovered between Top 10 oral reason finishes and the number of contests attended (r 2 = 0.66, n = 84, p < .0001). Additionally, a positive correlation existed between Top 10 individual finishes and the number of contests attended (r = 0.59, n = 84, p < .0001). Likewise, as the total number of contests attended increased, the number of Top 10 finishes in oral reasons and Top 10 finishes individually increased. The mean WGCTA score for all livestock evaluators in this study was (M = 20.92, SD = 4.65) out of a possible 40, which positions collegiate livestock evaluators in the 22nd percentile of the 3--4 years of college norm group. These results contrast the findings of previous work, where participants from collegiate evaluation teams recorded higher critical thinking skills than non-evaluators. The results of this study indicate the need to incorporate various training activities to stimulate the development of critical thinking skills of collegiate livestock evaluators.

The professional self-esteem of teacher educators in Texas

Tinsley, Ron Texas A&M University - Commerce 2002 해외박사(DDOD)

<italic>Purpose of the study.</italic> The purpose of this study was to gain insights into the professional image teacher educators have of themselves as well as the professional esteem they perceive from their academic colleagues in other departments. The literature suggested that teacher educators were held in low esteem since entering academe through the evolution from teacher institutes to schools, colleges, and departments of education. The literature further suggested that levels of esteem might be affected by the size, type, and accreditations of an institution. The study investigated the relationships among these independent variables and the measured levels of professional self-esteem of teacher educators in Texas. <italic>Procedure.</italic> The study surveyed the beliefs of teacher educators in Texas using an instrument developed by Richard J. Reynolds of Ohio State University in 1992. A total of 549 teacher educators from Texas' 68 college and university teacher preparation programs were identified and sent survey materials. A data set consisting of the responses from 239 returned survey instruments was statistically analyzed to determine any significant differences between levels of professional self-esteem and various factors, including Carnegie Classification of institution and NCATE accreditation status. <italic>Results.</italic> A significant difference was found between how teacher educators in Texas regard themselves professionally and how they feel they are perceived professionally by their academic colleagues in other departments. However, few significant differences were identified in professional self-esteem among teacher educators from different Carnegie Classifications of institutions or between teacher educators from NCATE accredited and non-NCATE accredited institutions. <italic>Conclusions.</italic> Teacher educators in Texas perceived that they were looked down upon as professionals in academe by their colleagues in other departments. The size and output of a teacher educator's institution does not have a significant effect on professional self-esteem. Holding NCATE accreditation appears to have a slightly negative effect on the professional self-esteem of teacher educators within an institution. Further study regarding these matters is called for.

Effect of myosin heavy chain isoform composition on tenderness of bovine muscles from carcasses of two skeletal maturities

De La Zerda, Michael James Texas A&M University 2001 해외박사(DDOD)

Bovine muscles (<italic>m. semitendinosus</italic> and <italic>m. longissimus lumborum</italic>) from carcasses of A- and E-skeletal maturity (SMAT) were evaluated for percentage composition of myosin heavy chain isoforms (MHC) while in the pre-rigor state, pre-rigor calpastatin and m-calpain activity, Warner-Bratzler shear force (WBS) at 7 and 14 d of postmortem aging, and gravimetric fragmentation index (GFI) at 0, 7, and 14 d of postmortem aging. Percentage composition of MHC-I isoform did not (<italic>P</italic> > 0.05) change between muscles of A- and E-SMAT carcasses. However, muscles of E-SMAT carcasses contained (<italic>P</italic> < 0.001) a lower percentage composition of MHC-IID compared to muscles of A-SMAT carcasses. Muscles of A-SMAT carcasses contained a lower (<italic>P</italic> < 0.0001) percentage of MHC-IIA isoform compared to muscles from carcasses of E-SMAT. The eye of round contained a lower (<italic>P</italic> < 0.0001) percentage of MHC-I isoform compared to the loin, while percentage MHC-IIA did not differ (<italic> P</italic> > 0.0001) between the two subprimals. Percentage MHC-IID (<italic> P</italic> < 0.0001) was higher in the eye of round compared to the loin. MHC composition can be used as an indicator of tenderization, but it is important to clarify that other factors such as connective tissue also contribute to the increased toughening exhibited by muscles of advanced skeletal maturity carcasses. Calpastatin activity was lower (<italic>P</italic> < 0.05) in muscles from carcasses of E-SMAT, but m-calpain activity was similar (<italic>P</italic> > 0.05) in muscles of A- and E-SMAT carcasses. There was no difference (<italic> P</italic> > 0.05) in calpastatin or m-calpain activity between subprimals. Lower calpastatin levels in carcasses of E-skeletal maturity may be due to the degenerative machinery associated with the aging process. Results indicated that carcasses of advanced skeletal maturity produced muscle that was higher (<italic>P</italic> < 0.0001) in WBS than youthful carcasses, but that postmortem aging period of 14 d helped decrease (<italic> P</italic> < 0.0001) the Warner-Bratzler shear force of subprimals across all skeletal maturity groups. The eye of round (<italic>m. semitendinosus </italic>) produced a lower (<italic>P</italic> < 0.05) WBS compared to the loin (<italic>m. longissimus lumborum</italic>). It is possible that this was the result of a longer sarcomere length.

The class of 1990: A longitudinal study of a freshman cohort at Texas A&M University-Kingsville

Dollar, Susan Texas A&M University 2005 해외박사(DDOD)

Extensive research has been conducted on college student retention and graduation and many studies have found certain characteristics to be predictive of successful completion of college. However, few studies have focused on a target population which is primarily Hispanic. This study examined the 1990 entering freshmen class of students at Texas A&M University-Kingsville (TAMUK), of which more than 68% were Hispanic. An attempt was made to examine characteristics that would predict success, defined as graduation from TAMUK. Data derived from institutional records and the Texas Higher Education Coordinating Board were examined using descriptive statistics and stepwise multiple logistic regression. Pre-college characteristics studied included age, gender, ethnicity, marital status, high school GPA (Grade Point Average), high school class rank, high school of origin, county of origin, and American College Test (ACT) and the Scholastic Assessment Test (SAT) scores. In-college characteristics studied included residency status, admission status, enrollment status, number of hours enrolled fall 1990, college major, the Texas Academic Skills Program (TASP) scores, developmental courses, semester GPA's, academic standing, and finally, attrition, transfer or graduation status. The fall 1990 entering students were evenly divided between males (53.4%) and females (46.6%), were young (79%) were age 19 or less), single (91.4%), and Hispanic (68.2%). Almost half (46%) of the students came from high schools within 50 miles of Kingsville. The mean college entrance exam scores (ACT = 16.76 and SAT = 766) were well below the national means of 21 and 999, respectively. Of the 1106 entering freshmen, 307 (27.7%) graduated from TAMUK within the 10 years under study. An additional 490 (44.3%) transferred to other state institutions, and 309 (27.9%) dropped out of TAMUK and did not enroll in any other state college or university. The fall-to-spring attrition rate was only 16.5%; however, the fall-to-fall attrition rate was 50.0% at the end of the first year. Stepwise multiple logistic regression (backward) analysis revealed that only high school GPA and the ACT composite score were statistically significant predictors of graduation.

The University College center and the freshman year experience: A case study at a historically Black university in Texas

Garrett, Carla Anne Texas A&M University 2005 해외박사(DDOD)

The purpose of this study was to identify and analyze activities, perceptions, and behaviors associated with the university college program at a historically Black University which contribute to a successful freshman year experience. The sample under investigation consisted of 15 students who attended Prairie View A&M University. The selection of students was based on the students' current and prior affiliation with the University College program. The study participants were specifically chosen to include freshmen students who were enrolled in the University College at the time of the study and sophomore and junior level students who had been previously enrolled in the University College program during their freshman year. The study was conducted during fall 2002 and during the months of March and April, 2003. Data collection was conducted in the following manner: (1) one-on-one interviews with study participants were conducted in order to obtain data about student perceptions; (2) study environment observations were conducted with passive, moderate and active submergence techniques in order to watch and record the activities within the study environment; (3) historical data were collected in order to provide background information about the research environment. A major finding of this study is in keeping with retention theory which posits that institutions must formulate student centered programs that focus on meeting the students' academic and social needs as early as the summer prior to the freshman year. There were a variety of factors within the University College environment that influenced student success and development. While there were many elements that were put in place by Prairie View A&M University with the intent of encouraging and promoting student success, there were underlying personal factors that the students imposed upon the system that played an integral role in influencing the students' perceptions and outcomes.

Effects of the Texas 4-H Equine Ambassador Short Course on 4-H youth and the perceived impact on equine production knowledge, career awareness and professional development

Capeheart, Megan Lenay Texas A&M University 2015 해외박사(DDOD)

Texas 4-H youth were selected and participated in the Texas 4-H Equine Ambassador Short Course. Twenty-four equine ambassador participants attended the 2015 Texas 4-H Equine Ambassador Short Course held at Lone Oak Ranch and Retreat. The equine ambassador participants served as the census population for the evaluation study. The five-day short course was an intense introduction to equine science principles delivered by university professors and staff, Texas A&M AgriLife Extension faculty and industry representatives. The purpose of the short course was to create advanced educational resources for a selected group of 4-H youth on advanced nutrition and feedings, importance of being an agricultural advocate, team building, hay selection and analysis, communication, agricultural issues, problem solving, hoof and shoeing, health of the horse, equine marketing, equine sales and an overview of agricultural career development. A group consisting of fifty-two Texas 4-H State Horse Show participants, comparable in age, education and experiences to that of the equine ambassador participants were selected to show equivalency to the study. The theoretical framework of this study surrounded the work of the experiential learning models. The equine ambassador participants experienced The National 4-H Experiential Learning Model during the Texas 4-H Equine Ambassador Short Course. The Dreyfus Model of Skill Acquisition was utilized to analyze the results of the level of equine expertise evaluated through the self-assessment instrument. The model describes how a learner transitions from a novice-to-expert within a learning environment. A pretest and posttest equine content knowledge exam evaluated the equine ambassador participants perceived impact of the program regarding their equine production knowledge gained following the Texas 4-H Equine Ambassador Short Course. A pretest and posttest self-assessment instrument evaluated the equine ambassador participant's level of equine expertise, perceived career awareness and professional development following the Texas 4-H Equine Ambassador Short Course. The participants perceived the Texas 4-H Equine Ambassador Short Course to increase their understanding of equine production knowledge, equine expertise, career awareness and professional development. The results of the study indicated that the Texas 4-H equine ambassador participants demonstrated a change in their equine production knowledge, equine expertise, career awareness and professional development following the Texas 4-H Equine Ambassador Short Course. The results of the study also indicated the need for continued support for advanced educational opportunities to develop youth 4-H members in the state of Texas. Future research should include replicating this study with a larger sample size, using technology following the program treatment to monitor animal advocacy, investigating the parents of equine ambassador perceptions of the program compared to that of the participants and lastly, to replicate in an alternate state.