Browsing by Subject "Retention"
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Item A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation(Texas A&M University, 2006-10-30) Moon Merchant, Vickie VThis longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants?????? perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester universitybased teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants?????? perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.Item A Quantitative Study of Student Veterans' Intent to Persist(2011-05) Van-Dusen, Ryan L.; Shonrock, Michael D.; Jones, Stephanie J.; Williams, AmandaIn August 2009, the Post 9/11 G.I. Bill went into effect. Eligible veterans receive full tuition and fees, a monthly housing stipend, and an annual stipend for books and supplies. Colleges and universities are anticipating an influx of student veterans at the highest level since World War II. The purpose of this study was to identify and analyze the factors that contribute to the intent to persist of student veterans that receive educational funding from the Post 9/11 G.I. Bill. Results of this study indicated that the campus environment was the only statistically significant predictor variable that influenced a student veteran‟s intent to persist at his or her current institution of higher education. To assist institutions of higher education in developing a plan of action to improve the overall campus climate, the Veteran Friendly Environment Model was introduced.Item An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI)(2009-05-15) Wilkerson, Steven LamarThe purpose of this study was to identify how input and environmental factors impact first-to-second year retention of undergraduate students at a large Hispanic Serving Institution (HSI). An additional purpose of the study was to determine the usefulness of the Astin Typology as a predictive factor for student retention. The sample for the study was 1,296 first-year students enrolled at the University of Texas at San Antonio during the 2002, 2003, and 2004 academic years. Data used for the study included student responses to the Cooperative Institutional Research Program (CIRP): Freshman Survey (to identify each participant?s Astin type), gender, ethnicity, SAT scores, rank in high school class, first-generation status, financial need, first-semester residence, entry-college, semester credit hours attempted, academic course difficulty, participation in Supplemental Instruction, and enrollment in a first-year seminar course. Both descriptive and univariate statistics were used to describe the sample population, as well as the similarities and differences found to exist among the seven Astin types. Three separate logistic regression analyses organized by Astin?s I-E-O framework were conducted to develop a predictive model for retention from the first-to-second year of college. Subsequent analyses were conducted to identify the specific factors that were useful for predicting retention for each of the seven Astin types. The major findings of this study were: ? The most frequent Astin type identified within the sample population was Status Striver ? The model that included both Input and Environmental factors was the most accurate model for predicting retention ? Students who were classified as Hedonist, Status Striver, and Uncommitted were less likely to be retained at this institution when all other input and environmental factors were controlled. ? Environmental factors were most useful for predicting retention, in particular, semester credit hours attempted that had an inverse relationship with retention for all Astin types ? First-generation status, financial need, SAT score were not useful for the prediction of retention ? First-year seminar course enrollment and participation in Supplemental Instruction had a positive impact on retention This study provided evidence that the Astin typology is viable as a means of retention among college student populations.Item Developmental students' levels of engagement and student success in two-year institutions : a study of a suburban community college in Texas(2011-08) Sesay, Marie; Bumphus, Walter G.; Roueche, John; Northcutt, Norvell; Muller, Chandra; Johnson, DreandThe need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses.Item The effects of grade-level retention in the early grades(2013-12) Sigafoos, Lisa Lynne; Flower, Andrea L.Policies are increasing the pressure for students to gain grade-level mastery. For example, federal legislation mandates that all children are able to read by third grade. This increased demand on teachers and schools has lead to more students being retained, especially in the early grades. Researchers have studied the effectiveness of retention, in the early elementary grades, in order to establish the immediate and later effects on academics, behavior development, and special education participation. Through an extensive search and analysis it was determined that retention has a largely negligible impact on student performance and has been unsuccessful in closing the achievement gap. Implications, limitations, and future research are discussed.Item Evaluating the impact of the Hispanic Scholarship Consortium(2010-12) Garza-Nyer, Eva Maria; Roueche, John E.; Bumphus, Walter; Reddick, Richard; Calzada, Lucio; Cantu, NormaThis study examines the Hispanic Scholarship Consortium (HSC), a scholarship program in Central Texas that serves Hispanic college students. This study analyses trends in awarding and persisting with the program. A better understanding of what influences persistence rates can help scholarship programs in implementing policies to increase college completion rates. The findings can assist programs identify needed changes to improve scholarship application and award processes. These results can also help programs assist scholars during their college careers by identifying at-risk students early on and developing supportive practices to promote student persistence. Additionally, scholarship organizations can utilize metrics to identify long-term trends among their scholarship recipients for ongoing program evaluation and enhancement. This mixed method study utilizes both quantitative and qualitative research methods by analyzing student focus group data along with HSC program data. Quantitative analysis is used to determine predictors of persistence in the HSC program. The qualitative analysis results are used to find themes regarding students’ perception of HSC offerings. The study focuses on college students who receive scholarships from the HSC. It examines the relationship between persistence in HSC with student factors such as high school and college grade point average (GPA), gender, college major, college type, first generation status, low-income status, citizenship, high school graduates from schools with more than 35% free and reduced lunch (F&RL) population, and scholarship award amount. Additionally, it examines the relationship between scholarship award amount and student factors. Ultimately, this study provides insights for best practices in scholarship programs. The findings will contribute to a better understanding of scholarship programs and their potential for influencing persistence and college graduation rates. The knowledge gained should not only benefit HSC, but also provide recommendations for other scholarship programs and possibly a state supported initiative.Item Experimental parameter analysis of nanoparticle retention in porous media(2010-08) Caldelas, Federico Manuel; Bryant, Steven L.; Huh, ChunWith a number of advantages hitherto unrecognized, nanoparticle-stabilized emulsions and foams have recently been proposed for enhanced oil recovery (EOR) applications. Long-distance transport of nanoparticles is a prerequisite for any such EOR applications. The transport of the particles is limited by the degree to which the particles are retained by the porous medium. In this work, experiments that quantify the retention and provide insight into the mechanisms for nanoparticle retention in porous media are described. Sedimentary rock samples (Boise sandstone and Texas Cream limestone) were crushed into single grains and sieved into narrow grain size fractions. In some cases, clay (kaolinite or illite) was added to the Boise sandstone samples. These grain samples were packed into long (1 ft – 15 ft) slim tubes (ID = 0.93 cm) to create unconsolidated sandpack columns. The columns were injected with aqueous dispersions of silica-cored nanoparticle (with and without surface coating) and flushed with brine. The nanoparticle effluent concentration history was measured and the nanoparticle recovery was calculated as a percentage of the injected nanoparticle dispersion. Fifty experiments were performed in this fashion, varying different experimental parameters while maintaining others constant to allow direct comparisons between experiments. The parameters analyzed in this thesis are: specific surface area of the porous medium, lithology, brine salinity, interstitial velocity, residence time, column length, and temperature. Our results indicate that retention is not severe, with an 8% average of the injected amount, for all our experiments. From the parameters analyzed, specific surface area was the most influential variable, with a linear effect on nanoparticle retention independently of lithology. Salinity increased nanoparticle retention slightly and delayed nanoparticle arrival. Velocity, residence time and length are coupled parameters and were studied jointly; they had a minor effect on retention. Temperature had a marginal effect, as we observed an approximate 2% increase in retention at 80°C compared to 21°C. Both surface coated and bare silica nanoparticles were successfully transported, so surface coating does not appear to be a prerequisite for transport for the particle and rock systems studied.Item Factor influencing the recruitment and retention of undergradutes as reported by African-American graduates of Texas A&M University between May 1998 and December 2003(Texas A&M University, 2005-11-01) Harnsberry, John GabrielThe 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.Item Factors Influencing a Female?s Selection of a Construction Management Degree: A Study of Junior- and Senior-Level Undergraduate Students(2014-07-24) Ritter, Lisa MThe under representation of women in construction pervades the industry and academia. With growing demand for a skilled workforce in the industry, professionals, and researchers attempt to understand what influences a female?s decision to enter the industry so they may tap into this market segment. Many influential factors have been identified as to a female?s decision to pursue a career in the construction industry, starting with their decision to pursue an undergraduate construction management (CM) degree. This study provides a mixed-method study on what the most positive influential factors for females in selecting and remaining in a CM undergraduate degree program for Junior- and Senior-level students. The research was completed through a self-administered, researcher-designed survey at Arizona State University, Auburn University, Colorado State University, Purdue University, and Texas A&M University. The strongest positive influential factors for selecting an undergraduate CM degree were the career opportunities and having an internship and the strongest positive influences for remaining in a CM degree program were internships in the program and the community of classmates in the program.Item Graduation and retention rates of female collegiate athletes: A descriptive study(2011-05) Richardson, Loran A.; Taylor, Colette M.; Jones, Stephanie J.The academic achievements of collegiate student-athletes, especially their graduation and retention rates, have received a considerable amount of focus. This descriptive study investigated the graduation and retention rates of female collegiate student-athletes in comparison to male student-athletes. In addition, graduation and retention data was compared between specific intercollegiate sports and NCAA Division I and II. White female student-athletes were found to have the highest rates with a graduation rate at a 10% higher rate than African-American female student-athletes. African-American male athletes had the lowest graduation rate among all student athletes. Recommendations include developing strong student retention programs aimed specifically at student-athletes. Because of consistently observed lower graduation rates, student retention programs which focus on the retention of minority student-athletes are recommended.Item The impact of community college initiatives on black males at St. Philip's college : an evaluation of retention, completion, and student engagement efforts(2011-08) Hancock, Anthony, 1956-; Bumphus, Walter G.; Roueche, John E.; Northcutt, Norvell; Brown, Anthony L.; Contreras, AdrianaBlack males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College.Item Increasing retention among first-year engineering students through a hands-on calculus module(2015-08) Deram, Mathew Robert; Crawford, Richard H.; Marshall, Jill ATo increase understanding and accessibility of the field of engineering by the public, it is in the interest of engineering programs at the university level to increase retention levels of engineering students, with a higher priority given to underrepresented groups of students. Some universities report that many first-year engineering students leave engineering programs not because of the difficulty of the engineering classes, but because of the difficulty of the prerequisite or corequisite advanced calculus classes. These classes are often taught through mathematics departments and incorporate little to no engineering context. The goal of the Science, Technology, Engineering, and Mathematics Talent Expansion Program at The University of Texas at Austin is to develop and incorporate engineering modules into the calculus course sequence so that engineering students will have opportunities to directly apply what they are learning in calculus to engineering topics. In this report we discuss the process for selecting a calculus topic that is historically challenging for students--solids of revolution--and the creation of an engineering module to help students better understand how calculus is applicable to this topic. The module will center on the engineering design process and is appropriate for first-year engineering students enrolled in calculus I or II, or its equivalent. This module was submitted to current graduate engineering students to obtain feedback. The results are then discussed and suggestion made to improve its efficacy in a calculus class for engineering students.Item The lived experience of choosing nursing as a profession(2014-12) Polinard, Elizabeth Lee; Volker, Deborah L.The aim of this phenomenological study was to examine the lived experience of choosing professional nursing as a career and to explore the impact that public perception of nursing had on this choice for purposes of informing effective recruitment and retention strategies. Semi-structured interviews of 10 nurses who had been practicing between 11 months and two years were conducted. Five themes emerged from the data: Up Close and Personal/Exposure and Connection, The Image of Nursing, The Conflict Inherent in Nursing, Recruitment and Retention and the Work Environment. From these themes a description of the lived experience of choosing a career in nursing was formed. For these participants, the choice of nursing as a career bespoke a passion that had been affected—but not yet eclipsed—by conflict, compromised fulfillment, and the internalization of nursing and gendered stereotypes directly influenced by the image of nursing. Recommendations involved proposals for the support and preservation of the passion for the profession newer nurses demonstrate as well as health policy initiatives for programs, including a new ad campaign for nursing, that would expose the public to the value of a career in nursing and educate them about the significance and complexities of nursing practice.Item A look at engagement strategies that promote persistence and retention of entering students at the Community College of Qatar(2011-08) Tamimi, Abdulnassir; Cantú, Norma V., 1954-; Bumphus, Walter G.; Roueche, John E.; Tyler, Arthur Q.; Silva, RitoAccording to Tinto (2000a), institutions have fewer retention and persistence problems when their students are not only academically prepared, but are also engaged on campus as well as satisfied with the resources and support provided by the college. A student that has a positive first semester experience is more likely to achieve academic success and re-enroll the following term. The purpose of this study was to explore the differences in experiences, perceptions, expectations, and engagement levels of entering male versus female students and returning male versus returning female students at the gender-segregated Community College of Qatar during the first three to six weeks at the college. The study also attempted to determine if any student support services such as advising, tutoring, counseling, new student orientation program, and participation in student activities were useful and had any influence in promoting student engagement. Data were analyzed using descriptive statistics. For entering male and female students survey responses were classified using questions from five Survey of Entering Student Engagement (SENSE) benchmarks: (1) Engaged Learning (2) Early Connections (3) Clear Academic Plan and Pathway (4) Academic and Social Support Network and (5) Effective Track to College Readiness. While questions from four Community College Survey of Student Engagement (CCSSE) benchmarks: (1) Active and Collaborative Learning (2) Student Effort (3) Support for Learners (4) Student-Faculty Interaction were used for returning male and female students. One-Sample t-tests were run to determine if significant differences in engagement levels existed between the four independent groups for each of the benchmark categories. Cohen’s d calculations were used to measure the effect size and the standardized differences between the means of the variables. For the purpose of this study, Cohen’s d effect size of 0.35 or higher was used as the criteria for interpreting statistically significance. The results of this study revealed entering and returning female students reported statistically higher engagement levels than entering and returning male students in most of the variables indicating that they are more likely to utilize student support services at higher frequencies and have a more positive first semester experience than their counterparts.Item Predictors of instrumental music enrollment : how school policies may influence retention in Title I and non-Title I public schools(2013-12) Chappell, Elizabeth Whitehead; Costa-Giomi, Eugenia; Scott, LaurieThe purpose of this study was to (1) examine the academic and demographic characteristics of 6th-grade instrumental music students attending selected public schools of contrasting socioeconomic backgrounds, (2) examine the retention patterns of students who were required to enroll in 6th-grade instrumental music compared to those who elected to do so, and (3) construct a predictive model of student retention in middle school instrumental music programs. Individual student data (N = 1052) were gathered from beginning instrumental 6th-grade programs at selected schools in a large, urban school district in Texas. Data included students’ 5th and 6th standardized test results, 7th-grade class schedules, and demographic information. Data were analyzed according to the 6th-grade campus the students attended (Title I/non-Title I) and the type of school (elementary school with required music programs or middle school with elective music programs) to identify demographic and academic factors associated with 6th-and 7th-grade music participation. I examined students’ schedules for retention patterns associated with individual school scheduling and academic remedial policies. I used logistic regression to develop predictive models of retention based on the following factors: gender, ethnicity, special education, at-risk, gifted, 5th and 6th-grade standardized test results, 5th-grade campus and pre-AP enrollment. Only the 6th-grade standardized tests, either math or reading, predicted retention in instrumental music in all of the school settings. Ethnicity, at-risk, and 5th-grade standardized tests did not predict retention in any school setting. Each school setting was unique in the factors that predicted instrumental music retention. For example, in the Title I setting, giftedness and 6th-grade reading test results predicted retention whereas in the non-Title I setting, gender, pre-AP enrollment and 6th-grade math results predicted retention. I also observed that 6th-grade required music programs were, by default, more inclusive than elective programs, and that the diversity in the student population of the 6th-grade required programs was maintained during the 7th-grade when music became elective. Results from this study suggest that offering only one elective choice per year may exclude access to music education for low academic achievers and reduce enrollment in music ensembles.Item Promoting development of cultural capital : an intervention study for the retention of Latino college students at a predominantly White university(2013-08) Argueta, Nanci Lisset; Ramírez, Manuel, 1937-Current literature on Latino college student retention and attrition suggests that Latinos as a whole are becoming more successful at gaining admission to institutions of higher education. However, there is a need for support, guidance, and mentorship in order to ensure success once admitted. This study sought to test the effectiveness of a brief intervention for first year Latina/o undergraduate students at UT Austin, a predominantly White university. Sixty-nine participants were randomized into two groups, an experimental group (Educational Capital Guide Group) (n = 34) and a control group (n = 35). The intervention was based on Bourdieu’s Social Capital Theory and was designed to facilitate adjustment to college for Latinas/os. The two forms of Bourdieu’s capital addressed in this study were: the embodied state (i.e., knowledge individuals acquire via social membership), and the objectified state (i.e., physical resources accessible to an individual). Effects of the intervention were measured by observing changes in five outcome variables (i.e., academic worry, academic self-efficacy, anxiety, depression, and perceived university environment) from pre- to post-intervention for each group, as well as a comparison of GPA and novel on-campus resource use. Changes in outcome variables across college generation status for intervention participants were also assessed. Results indicated a statistically significant difference in perceptions of the university environment between experimental groups from pre- to post-intervention, but on no other outcome variables. Participants in the intervention group marginally outperformed control participants in end-of-semester GPA by the completion of their first semester. Similarly, participants in the intervention group used slightly more novel on-campus resources at posttest. Among intervention participants, although second generation college students reported statistically greater anxiety at both assessment periods, no between-group differences were found in responses to the intervention. Cultural and demographic variables that were found to be predictive of outcome variables, as well as a description of participant responses to their first semester at UT are discussed. The findings of this study offer implications for future intervention studies using social capital with Latinos as well as practices that should be addressed on an institutional level to support ethnic minority students’ success in higher education.Item Propagation and Retention of Viscoelastic Surfactants in Carbonate Cores(2012-07-16) Yu, MengViscoelastic surfactant have found numerous application in the oil fields as fracturing and matrix acidizing fluid additives in the recent years. They have the ability to form long worm-like micelles with the increase in pH and calcium concentration, which results in increasing the viscosity and elasticity of partially spent acids. On one hand, concentration of surfactant in the fluids has profound effects on their performance downhole. Additionally, there is continuous debate in the industry on whether the gel generated by these surfactants causes formation damage, especially in dry gas wells. Therefore, being able to analyze the concentration of these surfactants in both live and spent acids is of great importance for production engineers who apply surfactant-based fluids in the oil fields. In the present work, a two-phase titration method was optimized for quantitative analysis of a carboxybetaine viscoelastic surfactant, and surfactant retention in calcite cores was quantitatively determined by two phase titration method and the benefits of using mutual solvents to break the surfactant gel formed inside the cores was assessed. On the other hand, high temperatures and low pH are usually involved in surfactant applications. Surfactants are subjected to hydrolysis under such conditions due to the existence of a peptide bond (-CO-NH-) in their molecules, leading to alteration in the rheological properties of the acid. The impact of hydrolysis at high temperatures on the apparent viscosity of carboxybetaine viscoelastic surfactant-based acids was evaluated in the present study, and the mechanism of viscosity changes was determine by molecular dynamics (MD) simulations. Our results indicate that, first, significant amount of surfactant has been retained in the carbonate matrix after acidizing treatment and there is a need to use internal breakers when surfactant-based acids are used in dry gas wells or water injectors. Second, hydrolysis at high temperatures has great impact on surfactant-acid rheological properties. Short time viscosity build-up and effective gel break-down can be achieved if surfactant-acid treatments are carefully designed; otherwise, unexpected viscosity reduction and phase separation may occur, which will affect the outcome of acid treatments.