The LAIR at East Texas A&M
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Critical Issues Faced by Faculty when an Institution Adopts a New Learning Management System (LMS)
No full textThe focus of this study was to explore faculty’s perceptions, backgrounds, and overall experiences, including online instruction and experience dealing with LMS change and transition. There has been a plethora written about opposition to adopting a new innovation but not much on transitioning from one LMS to another regarding faculty in higher education. Research has exposed that faculty often have little to no confidence when it comes to operating new technology and therefore, they would rather avoid and resist it altogether. This researcher used the Stages of Concern Questionnaire (SoCQ), based on the Concerns-Based Adoption Model (CBAM), as the tool to pull together data. The CBAM was proven to be a helpful tool for discovering the challenges and concerns of faculty undergoing a transition change. Comprised of three major components—concern stage, usage level, and transition configuration (Yeldell, 2017). The premise behind this model is for a transition to be successful, one must understand the challenges and concerns of those responsible for its use. There are numerous change models available and worthy of mentioning, the CBAM (Hall & Hord, 2001) fits this research most adequately. Using this model, the researcher explored faculty who have gone through the adoption process of LMS, getting a glimpse of an individual’s processes related to considerations, perceptions, attitudes, and thoughts when an institution adopts an unfamiliar innovation (Adams, 2002; Ansah & Johnson, 2003). The SoCQ has been used in previous studies to understand the process of change regarding the implementation of adopting a new LMS. It is important to understand how educational initiatives are used by faculty. Since instructors are the main facilitators of online courses, it only seems feasible to examine factors related to their concerns during the implementation process of a new LMS in a small, regional university in Texas as calculated by the SoC
The Black Heels of Higher Ed: A Phenomenological Qualitative Study of the Career Pathways of Senior Administrators in Texas Higher Education Institutions
No full textCareer trajectory for any individual is a challenge. However, when it comes to Black women achieving a senior administrator position, it presents even greater challenges than what the average candidate endures. Limited research has attributed being Black and female as a rationale for career stagnation. The purpose of this phenomenological qualitative study was to explore the perceptions of career pathways, difficulties faced, and motivators used towardscareer progression for Black female senior administrators in Texas higher education institutions. Intersectionality, Critical Race Theory, and Herzberg’s theory of Motivation were employed as theoretical frameworks to assist with understanding the associated apprehensions of the lived experiences of being Black and female in the workplace. For this study, five women who identified as being Black and having been employed in a senior administrative position within a public higher education institution in Texas for at least one year were interviewed. Using personal profiles and narratives, information sought was: (a) self-identity and personal experiences, (b) background and educational preparedness, (c) barriers endured, (d) coping mechanisms, and (e) advice for future practitioners to determine consistencies amongst the women. Data was collected via demographic questionnaires and one-on-one semi-structured interviews; then transcribed, grouped, examined, and coded to reflect themes amongst the research questions. From the data analysis, five themes emerged: (1) nomadic career progression; (2) maneuvering through the cascades; (3) nurturing, adaptability, and the face-forward slalom; (4) nuanced details never considered prior to accepting position; and (5) accentuate the positive. Interviews revealed that all participants had experienced race and gender as a barrier when seeking advancement. The Black women in this study shared insightful experiences that will aid in assisting others with climbing the career ladder in higher education. The Black Heels of Higher Ed study has advanced the understanding of the professional encounters experienced by Black women during their career progression within Texas higher education institutions. This research provides insight and support for this population
Nursing and Health Sciences Building Interior Seating
No full textA color photograph showing a first floor interior seating area of the Nursing and Health Sciences Building. Three tables and three blue chairs sit in front of a green wall.https://lair.etamu.edu/scua-univ-photos-browse-all/1367/thumbnail.jp
The Arch
No full textA color photograph of The Arch. Part of the north face of Ferguson Social Sciences can be seen in the background.https://lair.etamu.edu/scua-univ-photos-browse-all/1380/thumbnail.jp
Collaborative Teaching for English Learners with Learning Disabilities: Teachers\u27 Efficacy and Principals\u27 Perspective
No full textIn this qualitative study, the researcher examined the impact of collaborative teaching as a service delivery solution to address the academic needs of English language learners (ELLs) with learning disabilities. Various significant aspects of the collaborative teaching method including teacher’s self-efficacy, professional education opportunities that address the need of ELLs, academic impact, and principals’ perspective were examined. A semi-structured interview instrument called Perceptions of Co-Teaching Survey and Semi-Structured Interview was used. Random purposeful sampling was the preferred approach when selecting participants. The study presented evidence indicating that teachers\u27 self-efficacy in meeting ELLs\u27 needs with disabilities is not an educational issue among experienced teachers, but the disparity of services and resources that still prevail for minority students. The study presented evidence indicating that principals support small group instruction through collaborative teachers. Future research recommendations may include a quantitative study to measure the impact of collaborative teaching and administrative support in creating a culture for collaborative teaching to thrive
The Embryological Development of the California Quail
No full textAvian embryology and development has been a topic of study for \u3e2,000 years. Detailed accounts of embryonic development exist for many galliform species, but the literature is lacking a thorough embryological development study for California valley quail (Callipepla californica). The objective of this study was to stage and document the morphological and structural development of California valley quail. Over two laying seasons, four groups of California quail eggs were incubated at 37.8֯C in 60% RH for ≤23 days, or until hatch. Eggs were opened daily to document embryonic development. As the embryo developed, morphological characteristics were measured. Measurements recorded include blastoderm diameter, anterior angle of the nostril to the tip of the beak, and lengths of wing, tarsus, third toe, total beak, total foot, and embryo. California valley quail embryos were staged and compared to the domestic chicken (Gallus gallus domesticus), the staging standard for galliformes, as well as the Japanese quail (Coturnix japonica), blue-breasted quail (Coturnix chinesis) and northern bobwhite quail (Colinus virginianus). Results from this research produced the first description of the normal stages of development for California valley quail. This study will serve as a standard developmental timetable for future embryological research
A Narrative Inquiry of the Career Paths, Experiences, and Adversities Experienced by Black Principals at the Intersection of Race, Gender, and Class During the Journey to the Principalship
No full textThe purpose of this narrative inquiry was to explore the career paths, experiences, and adversities experienced by Black principals at the intersection of race, gender, and class on the path to the principalship. The researcher utilized a narrative inquiry design to explore the perceptions of current, Black, public-school principals by utilizing a one-on-one, semi-structured interview protocol. Interviews were recorded, transcribed, and reviewed by the researcher and the participants for correctness. The six participants shared their lived experiences while working towards and serving in the principalship, particularly focusing on how the intersection of race, gender, and class impacted their journey. Participants noted that they experienced negative stereotypes related to race and gender, issues with career advancement, issues related to race and class, differing expectations and double standards, and unfair hiring practices and placement. Participants cited resiliency, support, mentorship, and an unwavering dedication to students as factors that helped them overcome the adversities they experienced throughout their career path to the principalship. The researcher’s findings contribute to the lack of research on Black principals and may help address the underrepresentation of Blacks in campus administration
Establishment of Eastern Gamagrass into a Cool Season Grazing System in Texas Blackland Prairie Soils
No full textThe purpose of this study is to establish Eastern Gamagrass using nurse crops that could increase forage production and profit margins in a grazing system. Nurse crop forage production and Gamagrass plant establishment were compared in this study at two locations; Fairlie and Greenville. Four cover crops (oats, rye, wheat, and annual ryegrass) and a control (bare plot) were blocked at each location with four replications of each block at Fairlie and three at Greenville. Four varieties of Gamagrass (Jackson, Nacogdoches, Pete, and Medina) was seeded into each block at four different planting dates (November, December, January, and April). Additionally, germination of stratified seed vs. non-stratified seed of the four varieties where also compared over four weeks in a greenhouse. A treatment (stratified vs. non-stratified) by time by variety interaction was observed (P \u3c 0.05) for seed germination. Seed germination tended to occur more in stratified seed in the first week among the varieties except for Jackson which had higher germination (25%) in non-stratified seed in the second week. Forage production of the nurse crops was compared at two dates (January and March) and was different at the Fairlie location. No differences (P \u3e 0.05) were observed for forage production of the different nurse crops. Both a variety by nurse crop (P \u3c 0.05) and a variety by planting date (P \u3c 0.05) were observed for Gamagrass plant establishment at Fairlie. Generally the best results were observed for Nacogdoches and Medina. The highest plant counts were observed for Nacogdoches in January whereas the highest counts for Medina were observed in November. High counts were observed for Nacogdoches in the bare plot whereas for Medina counts were higher in bare plot and cereal rye. In conclusion, stratification of seed was beneficial for the different varieties of Gamagrass except Jackson which had higher germination of non-stratified seeds. Forage production of the different nurse crops did not differ but may differ when comparing the establishment of the different varieties of Gamagrass. Planting date was generally similar but some varieties may benefit more at different dates
Factors Influencing Hispanic Female Student Participation in STEM Education: Principals’ Perceptions
No full textAccording to the data, educators must focus on preparing all students, especially underrepresented students, to be successful in a global workforce. While more females are pursuing the helping fields of science, technology, engineering, and mathematics (STEM), there are still many opportunities available. This study was a qualitative case study review of principals’ perceptions regarding factors that influence Hispanic female student participation in STEM career pathways in K–12 public education. There is a need to attract more females, particularly underrepresented females, to pursue careers in the STEM fields. The researcher gathered information in the natural setting regarding how principals support and encourage Hispanic female students to explore STEM areas. The study took place in a district in west Texas, where the majority of the student population is Hispanic. Criterion sampling resulted in a sample consisting of two high school principals, two middle school principals, and two elementary school principals. The researcher interviewed these principals virtually, using an open-ended semistructured protocol, regarding how their leadership actions support Hispanic female students in STEM education pathways. Their information assisted in understanding perceptions about resources that are available to support students in STEM studies. The researcher also collected data via virtual meeting observations, public records, and school records. The results gave valuable information about the principals’ perceptions of the factors that influence Hispanic female student participation in STEM
William L. Mayo Statue
No full textA color photograph showing the William L. Mayo Statue. A cloth face mask is looped around the statue\u27s neck and a bottle of hand sanitizer rests in the statue\u27s hand. The Journalism Building can be seen in the background.https://lair.etamu.edu/scua-univ-photos-browse-all/1388/thumbnail.jp