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From the inside looking in: Tradition and diversity at Texas A&M UniversityCaulfield, Emily Lynn 15 May 2009 (has links)
This study explores how the unique history, culture, and traditions of Texas
A&M University shape students’ perceptions and understandings of diversity and
diversity programs. I examine these issues through participant observation of Texas
A&M’s football traditions and in-depth, semi-structured interviews with members of the
student body.
In response to increased media scrutiny, public pressure, and scholastic
competition, the current administration has embraced a number of aggressive initiatives
to increase diversity among members of the student body. The collision between
decades of tradition and the administration’s vision for the future has given rise to
tension between members of the student body and the administration, which I argue is
due, at least in part, to the culture that began developing at Texas A&M during the
middle of the twentieth century as students began reacting to the prospect of change. I
conclude that this historical and cultural context continues to impact modern campus life
through students’ dedication to tradition. In addition, I suggest that current students tend to assign different meanings and
values to the concepts of both tradition and diversity than either faculty members or
administrators do, creating tensions that have not been comprehensively examined or
understood within the context of the Texas A&M community. Based on these findings, I
suggest that proponents of diversity can improve the diversity project at Texas A&M
University by giving students more responsibility for diversity programs, emphasizing
the process (rather than the results) of diversification, attempting to eradicate all forms
of intolerance and injustice on campus, and insisting on a policy of mutual respect.
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Authenticated writing assessments of agricultural education graduate studentsWright, Kimberly Dawn 15 November 2004 (has links)
Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar.
The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distance graduate students have changed or improved based on the recommendations made in a previous study. A census of the Doc@Distance students was taken for this study. Thirty students submitted an argument writing sample that they wrote during the orientation week of their program in August 2003.
The conclusions of this study found that 68.8% of the 2004 Doc@Distance Cohort suggested inadequacy in writing an argument paper, and 71.4% of the 2007 Doc@Distance Cohort suggested inadequacy in writing an argument paper. Ending Cohort `04 demonstrated weakness in coherence, argument, summary, and grammar. Beginning Cohort `07 demonstrated weakness in coherence, audience awareness, summary, and grammar.
As a result of this study, it is recommended that a follow-up study be conducted on Cohort `07 in two years to determine if writing abilities for argument papers have changed and to assess the overall changes in argument-writing for this cohort. It is recommended that a study be conducted on Cohort `10 upon admission to determine their argument-writing ability. Ending Cohort `07 and Beginning Cohort `10 should be tested to determine if a difference exists between students completing the program and students entering the program. It is recommended that undergraduate agricultural education students be tested to determine their argument-writing competencies. It is recommended to compare and contrast on-campus agricultural education students and distance education students at Texas A&M University. Finally, it is recommended that Cohorts `07 and `10 be evaluated on their competencies to write data reports, narratives, and informative and research analysis papeers.
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An assessment of the campus climate for gay, lesbian, bisexual, and transgender persons as perceived by the faculty, staff, and administration at Texas A & M UniversityNoack, Kerry Wayne. January 2004 (has links)
Thesis (Ph. D.)--Texas A & M University, 2004. / Title from PDF title page (viewed on Dec. 31, 2005). Includes bibliographical references (p. 167-179).
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The impact of a leadership development learning community on the leadership development of freshmen in transition at Texas A&M University: a comparative analysis of year one and year twoArnold, Felix Wallace, III 15 May 2009 (has links)
The purpose of this research is to see if the peer mentors make a difference in the
leadership development of students, their feelings about peer mentors, the Leadership
Living Learning Community, and their acclimation to Texas A&M University.
Leadership is defined as an interaction between members of a group in which
individuals, in the name of the group, act as agents of change, persons whose acts affect
other people more than other peoples’ actions affect them. The five leadership skills
studied were working in groups, positional leadership, communication, decision-making,
and understanding self.
A post-then methodology was utilized with self-reporting as the process by
which data was collected following completion of an academic leadership learning
community. The findings from years one and two participants were computed
individually and then compared to see if the addition of peer mentors during the second
year yielded any significant findings. The major findings for this study were as follows: Year one participants in the
learning community indicated improved leadership skills after participation in the
learning community for the first semester, as measured by the Leadership Skills
Inventory. In addition, year two participants in the learning community indicated a
similar increase of leadership skills after the first semester. Year one participants
indicated a more statistically significant increase when compared to year two on their
leadership skills on the individual questions, while year two participants were found to
have more statistically significant findings relating to the five leadership skills or
Leadership Skills Inventory scales. Responses by year two participants indicated that
the peer mentors who helped them were supportive, gave positive feedback, were good
role models, were knowledgeable about Texas A&M University, were easy to
communicate with, and did not use peer pressure to persuade them to do anything
negative.
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Analysis of the Texas A&M University System's Construction Project Delivery Method Performance: CMAR and CSPNeidert, Andrew 2012 August 1900 (has links)
In recent decades, the use of construction manager-at-risk (CMAR) has surged as an innovative construction project delivery method in comparison to traditional competitive bid procurement methods. The conceptual pros and cons of the method are widely accepted throughout the construction industry; however, very little quantitative research exists validating such beliefs. The study presented in this technical paper empirically compares the performance of CMAR to that of the more traditional method of competitive sealed proposal (CSP) in the construction of higher educational facilities. In a study of 33 projects constructed by The Texas A&M University System, 19 procured using CMAR and 14 procured using CSP, observed results show a reduction in schedule growth and change order quantity when using CMAR over CSP. However, additional results show that CSP is more apt to result in decreased project and construction costs than CMAR. Business practices of The Texas A&M University System, statistical significance testing of research data, and practical applications of research findings are included.
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Analytical models to evaluate system performance measures for vehicle based material-handling systems under various dispatching policiesLee, Moonsu. January 2005 (has links)
Thesis (Ph. D.)--Texas A&M University, 2005. / Includes bibliographical references (leaves 128-130). Also available online.
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International Branch Campuses: Motivation, Strategy, and StructureStanfield, David A. January 2014 (has links)
Thesis advisor: Philip G. Altbach / Thesis advisor: Karen D. Arnold / Over 200 international branch campuses (IBCs) currently exist globally and the number continues to rise (Lawton & Katsomitros, 2012). This study examines the strategy, structure, and motivation behind a single American IBC--Texas A&M University at Qatar (TAMUQ). Drawing from organizational theory and international higher education literature, this research reveals important considerations for institutions developing or currently operating IBCs. Findings stemmed from 27 in-depth qualitative interviews with faculty and administrators from the branch campus in Qatar, the main campus in Texas, and the host country sponsor. Multiple factors contributed to Texas A&M being poised and ready to accept the opportunity to open an international branch campus: an invitation from a host country sponsor willing to cover all expenses, existing international ambitions, and strong support from the central administration. The inception period leading up to the opening of the branch campus proved crucial for success. University administrators wisely developed buy-in among campus constituencies, negotiated important contract stipulations with the host country, ensured that the institution's existing structure could reasonably support such an endeavor, and assessed whether Qatar was a good fit. The early years of TAMUQ resembled a startup organization. The pioneering team of faculty and staff brought an entrepreneurial spirit necessary to build the institution, but they operated largely independent from the home campus in Texas. A later push for greater ties with the main campus was difficult but important for progress. Since TAMUQ is a derivative of the main campus, administrators had to consider the degree to which they would replicate and adapt various institutional elements. Academically, the curriculum is only modified slightly, but course content and pedagogy are adapted more heavily in response to the unique needs of the student population. Hiring faculty with experience teaching on the main campus is considered an important way to maintain quality, yet administrators consistently struggle to recruit faculty. Unlike other IBCs, TAMUQ has developed a robust research program through the financial support of the host country sponsor. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
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James Earl Rudder: A Lesson in LeadershipBean, Christopher B. 12 1900 (has links)
This thesis is the about the life of Rudder. The emphasis of this work, however, is that Rudder was successful primarily because of his character and leadership style. Much of the study was drawn from primary sources. Secondary sources were also consulted. This thesis opens with a brief Introduction, which discusses the need for this work. Chapter 1 discusses Rudder's life prior to WW II, emphasizing particular characteristics that benefited his leadership ability. Chapter 2 examines the 2nd Ranger Battalion's transformation under Rudder's leadership and guidance. Chapter 3 chronicles the 2nd Ranger Battalion's assault on the Pointe du Hoc battery, ending in December 1944, when Col. Rudder was reassigned to the 109th Infantry Regiment. Moreover, the controversy surrounding the Ranger's mission is also examined in this chapter. Chapter 4 describes Col. Rudder's leadership with the 109th in the Battle of the Bulge. A chapter accounting Rudder's political career and leadership follows. Chapter 6 examines his term as chancellor and president of the Texas A&M University system, until his death in 1970, and the major institutional changes that he enacted during his tenure, which resulted in A&M becoming the respected research university it is today. This significance and recapitulation of Rudder's life and leadership will follow in the Conclusion.
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A Descriptive Study of Students Who Were Accepted for Admission at West Texas A&M University But Did Not EnrollBarton, Mary Edna 12 1900 (has links)
Each year, institutions of higher education devote valuable financial and personnel resources in the hope of enhancing student recruitment and matriculation. The purpose of this study was to examine the demographic characteristics, the factors that influenced students decisions to apply for admission to a university, their educational intentions, and their reasons for not enrolling after they had been admitted. The subjects of the study were first-time freshmen accepted for admission to a mid-size, public, southwestern university who did not enroll for the fall 1997 semester. Statistically significant differences were found when comparing no-shows and enrolled students by gender, ethnicity, age, ACT/SAT score, and distance of their hometown from the university. There were more female no-shows, and more males enrolled than females; a greater percentage of no-shows reported the distance of their hometown to be more than 200 miles; and the mean test score for no-shows was higher. Factors important in the college selection process found to be statistically significant among the groups were: a greater percentage of Minorities than Caucasians reported the importance of the financial aid award or a scholarship offer; students living within 100 miles of the campus reported the proximity of the university as important, advice received from current or former students and high school counselors was more important to those living more than 100 miles from the campus. Cost of attendance and scholarships were important to students with the higher test scores. Statistically significant reasons cited by the no-shows for not enrolling were more Minorities than Caucasians reported financial difficulties and job demands; students living farther from the campus reported attending other universities while those living within 100 miles reported attending a community college. Recommendations the university studied could pursue include: developing a program to follow-up on the no-shows, directing more energy at recruiting students living within 200 miles of the university, and increasing the availability of scholarships.
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Queer Utopian Performance at Texas A&M UniversitySayre, Dana 2012 May 1900 (has links)
Through a combination of personal interviews and participant-observation in three field sites ? the Tim Miller workshop and performance of October 2010 and the student organizations Cepheid Variable and the GLBT Aggies ? I argue that manifestations of utopian desire and performance circulate within and among marginalized groups on the Texas A&M University campus, undermining the heteronormative and monolithic utopia the university attempts to present. I participated in each night of rehearsal during the Tim Miller workshop, as well as the creation and performance of my own solo autobiographical monologue as a part of the ensemble. My participant-observation in Cepheid Variable and the GLBT Aggies was concurrent, consisting of attendance at both weekly organizational meetings and outside events sponsored by the organizations over two years.
I argue that the Tim Miller workshop and performance is best understood by examining the intersection of queer intimacy, utopia, and performance. I argue that processes of connection, sharing, and mutual transformation allowed it to function as an example of queer utopian performance qua performance at Texas A&M.
I explore the links between the ?nerd,? ?queer,? and ?family? identities of Cepheid Variable, arguing that the intersection of these identity-markers and the performance practices which reinforce them enable Cepheid Variable to create a utopian space on the Texas A&M campus for those students who do not fit traditional notions of Aggie identity. I explore two Cepheid performance practices: noise-making and storytelling, arguing that they construct, support, and interweave each element of Cepheid identity, allowing the organization to perpetuate and reaffirm its utopian and counterpublic statuses at Texas A&M.
I explore what the GLBT Aggies claims to provide in theory, juxtaposed with what it actually accomplishes in practice. I examine a moment of crisis the LGBTQ community at Texas A&M faced in spring 2011. I argue that the utopia the GLBTA promises remains unfulfilled because the marginalization of the LGBTQ community at large leaves diversity within that community unaddressed.
I conclude that utopian communities persist if able to adapt, and that the strength of the intimacy built into queer utopias in particular sustains them through time.
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