Browsing by Subject "Collegiate"
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Item Caleb Strawn Sport Marketing and Management Interdisciplinary Studies Portfolio(2013-04) Strawn, Caleb; Massengale, Dana; Karam, Elizabeth P.; Fox, GavinThis master’s portfolio is comprised of three separate papers that were written at the request of the three professors on my interdisciplinary studies portfolio committee. The first paper is an expansion of a research paper written in a Sport Management class for Dr. Dana Massengale. This paper explores the possibility of the compensation of Division I student-athletes and explains the complex situation that the NCAA faces in the O’Bannon legal case. The second paper was written in a Business Management class for Dr. Liz Karam. This paper is introspective in nature and places myself in the position of a business called ‘Strawn Inc.’. This paper explores my personality traits, strengths and weakness in order to fully describe the nature of products that ‘Strawn Inc.’ produces. As the Business Marketing representative on my portfolio review committee, Dr. Fox requested that I write a paper that expressed my intentions upon enrolling in my graduate program, key themes I learned through all three of my areas of study, and what I have learned that will be valuable beyond graduation and into my career. Some major points of discovery in this paper include the importance of both the management of people and relationships as well as the management of planning and processes in sports, business and life.Item Effects of divergent teaching techniques upon creative thinking abilities of collegiate students in agricultural systems management courses(Texas Tech University, 2006-05) Norton, Matthew B.; Baker, Matt; Davis, Chad S.; Lawver, DavidJ.P. Guilford (1950) asked in his inaugural address to the American Psychological Association why schools were not producing more creative students. It has been this researchers experience that courses at institutions of higher education are geared to teaching knowledge, themes, concepts, or measures, and do not allow time for the students to develop original ideas. While current practice transfers a great deal of information to students, it hinders the ability of students to be creative in the disciplines. In agricultural education teacher certification programs, this method of teaching is not only hindering the ability of future teachers to think creatively, but their future students ability to think creatively. Baker, Rudd, and Pomeroy (2001) purported that educators must prepare a specific curriculum to increase students creative thinking ability. In a critique of Baker, Rudd, and Pomeroy (2002), Wingenbach (2002) asks, What is the best approach for including the creative thinking process in agricultural education courses? (p. 1)Ž The purpose of this study was to increase the creative problem solving skills of undergraduate students at Texas Tech University in a mechanized agriculture classroom by utilizing divergent teaching techniques. The researcher utilized the Torrance Test of Creative Thinking for the data collection tool in this repeated measures design. The following constructs were addressed in the raw data: (1) fluency- the ability to develop substantial amounts of ideas and drawings; (2) originality- the quality of newness that exists in something not done before; (3) abstractness- the ability to create good titles and to fully capture the events of what the information is dealing with; (4) elaboration- thought out or organized with thoroughness and careful attention to detail and; (5) resistance to premature closure- the ability to keep an idea open long enough to build upon each idea. A measure of the students overall creativity based on the subjects grade level and gender has also been assessed. The population consisted of undergraduate student at Texas Tech University whose major course of study requires a course in welding and metalworking and/or students who have a special interest in welding and metalworking. A convenience sample (n= 18) was utilized for this qusi-experimental design. The researcher has described in detail the data collection schedule, and has laid out step-by-step instructions for administering three treatments designed to increase a persons ability to think in a divergent manner. These treatments consisted of The Sensory Connection, Brainwriting, and Brainsketching. Following the data analysis the researcher concluded that the results from this study showed a wide spectrum of results when looking at the examined constructs and three teaching techniques. Three of the examined constructs showed significant difference between the baseline measurement and the intervening treatments. It is recommended that alternate divergent teaching techniques be studied to determine their affects upon creative thinking, student satisfaction, and cognitive performance.Item Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class(Texas A&M University, 2007-09-17) Pracht, Dale WayneThis study evaluated the cognitive process of students participating in a 20-hour service-learning experience while enrolled in a collegiate Social Problems course. This study examined student attitudes about social problems and their ability to affect change and examined relationships between demographic variables, student attitudes, and their stages of cognitive process. The population was all students who were enrolled in a Social Problems course during the Fall 2005 semester. Of the 77 students enrolled in the course, 48 completed both the pre-test and post-test questionnaire and 64 completed the service-learning journals and papers. The researcher used a mixed method research design. The quantitative study used a pre-test and post-test questionnaire to evaluate changes in attitude towards service learning. The qualitative study evaluated journal entries and papers using the Constant Comparative Method of Qualitative Analysis to assess stages of cognitive development. The major findings of the study were: 1) Students progressed through six stages of cognitive development - Shock, Guilt, Normalization, Cultural Sensitivity, Engagement, and Empowerment, however no student experienced all stages; 2) Three new stages were discovered - Guilt, Cultural Sensitivity, and Empowerment; 3) All students who had not volunteered before experienced Shock; 4) Shock occurred for some students who had previously volunteered; 5) Students experiencing Guilt were primarily White and from families with parental incomes greater than $75,000 a year; 7) A majority of students experienced Empowerment; 8) Most students volunteering more than 10 hours a month experienced Empowerment; 9) All People of Color experienced Empowerment; 10) Results from pre-test and post-test questionnaires did not indicate a significant change in attitudes towards service-learning as a result of participating in the service-learning experience. Educators should: 1) Be prepared to assist students as they experience multiple stages of the cognitive process during their service-learning experiences; 2) Give instruction in reflective journaling, provide students with guided journal questions, and monitor stages of the cognitive process; 3) Incorporate service-learning into curriculum to enhance cognitive learning and empower students; 4) Replicate with a more diverse population and larger sample size.Item The effects of a psychoeducational life skills class on the psychosocial development of student-athletes(2005-05) Banks, Amanda L.; Marbley, Aretha F.; Bradley, Loretta J.; Burley, Hansel E.; Henry, JudiThis study examined the effects of a psychoeducational life skills class on the psychosocial development of student-athletes. To explore the effectiveness of a life skills class in promoting psychosocial development of student-athletes, the following research questions were posed: (1) Does the life skills class have an effect on the mean Student Development Task and Lifestyle Assessment (SDTLA) task scores of student-athletes, (2) Does the life skills class have an effect on the mean Student Development Task and Lifestyle Assessment (SDTLA) subtask scores of student-athletes, (3) Do differences exist in the mean SDTLA posttest task scores when comparing all groups, and (4) Do differences exist in the mean SDTLA posttest subtask scores when comparing all groups? This study consisted of 86 participants placed into three groups: treatment group, control group I, and control group II. The treatment group consisted of student-athletes enrolled in a life skills class. Control group I consisted of student-athletes not currently enrolled in a life skills class, and control group II consisted of a general student group that had never enrolled in a life skills class. The life skills class in which the treatment group participated met during the fall semester for 1 hour and 50 minutes each week. This study employed a quasi-experimental nonrandomized pretest/posttest design for the treatment group and posttest only for the control group using the Student Development and Lifestyle Assessment (SDTLA). The SDTLA is a 153-item instrument designed to measure certain aspects of Chickering's theory of psychosocial development (Chickering, 1969; Chickering & Reisser, 1993). Paired sample tests and MANOVA was used to examine differences between the groups. Results of this study indicated no significant differences between the mean pre- and posttest scores for student-athletes enrolled in the life skills class. However, significant differences existed between control group II (general student group) and student-athletes in the treatment and control group I. Recommendations were made for a collaborative multidisciplinary approach of student affairs professionals and licensed professional mental health practitioners who are trained to implement effective strategies with student-athletes. Further, it is recommended that professionals working with student-athletes be culturally sensitive and responsive to the unique needs of student-athletes and student-athletes of color.