Browsing by Subject "Scholarship"
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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 Maneuvering the role as a community college artist-educator: scholarship assessed(Texas Tech University, 2006-05) Gibson, John Robert; Murray, John P.; Oliver, Diane; Wagoner, RickThe purpose of this study was to examine how Texas community college artist-educators balance scholarship (artwork) with the responsibilities of a 15 to 18-hour teaching load and non-instructional service to the institution and community. In accomplishing this task, a self-administered mailed survey was employed as a means of gathering data from a proportional stratified random sample of full-time art instructors drawn from visual arts departments within the 50 Texas public community college districts. Aspects seen as promoting or enhancing artistic production include access to studio space and equipment, sabbaticals, financial support for exhibiting artwork and attending workshops, and being around like-minded peers. Teaching was also credited with providing new avenues for artistic expression and creative stimulation. On the other hand, lack of studio time for producing one's artwork and the demands of a heavy teaching load and related responsibilities were cited as hindering artistic production. While nearly three-quarters of the artist-educators indicated that they were successful to some degree in balancing art with teaching and service, a large percentage were dissatisfied with their artistic productivity. However, the majority felt they are better teachers when producing art and virtually all were satisfied with their teaching performance. A significant point from the findings was the perception of identity. Artist-educators who saw themselves more as artists or equally as artists and educators were more apt to indicate that they were successful in balancing their art than those perceiving their identity more as educators. Likewise, they were generally satisfied to a greater degree with their artistic productivity, and were more prone to see their art as having a positive impact on teaching.Item Maneuvering the role as a community college artist-educator: scholarship assessed(2006-05) Gibson, John Robert; Murray, John P.; Oliver, Diane; Wagoner, RickThe purpose of this study was to examine how Texas community college artist-educators balance scholarship (artwork) with the responsibilities of a 15 to 18-hour teaching load and non-instructional service to the institution and community. In accomplishing this task, a self-administered mailed survey was employed as a means of gathering data from a proportional stratified random sample of full-time art instructors drawn from visual arts departments within the 50 Texas public community college districts. Aspects seen as promoting or enhancing artistic production include access to studio space and equipment, sabbaticals, financial support for exhibiting artwork and attending workshops, and being around like-minded peers. Teaching was also credited with providing new avenues for artistic expression and creative stimulation. On the other hand, lack of studio time for producing one's artwork and the demands of a heavy teaching load and related responsibilities were cited as hindering artistic production. While nearly three-quarters of the artist-educators indicated that they were successful to some degree in balancing art with teaching and service, a large percentage were dissatisfied with their artistic productivity. However, the majority felt they are better teachers when producing art and virtually all were satisfied with their teaching performance. A significant point from the findings was the perception of identity. Artist-educators who saw themselves more as artists or equally as artists and educators were more apt to indicate that they were successful in balancing their art than those perceiving their identity more as educators. Likewise, they were generally satisfied to a greater degree with their artistic productivity, and were more prone to see their art as having a positive impact on teaching.Item The percussion scholarship program(Texas Tech University, 2007-08) Lyman, Kristin Marie; Stoune, MichaelSince its creation in 1995, the Percussion Scholarship Program (PSP), an affiliate of the Chicago Symphony Orchestra (CSO), has provided private lessons and ensemble opportunities for students who ordinarily would not be able to afford such an experience on their own. Developed by Patsy Dash, CSO percussionist, this unique program for fourth grade through twelfth grade students provides both the physical materials and the instruction necessary for students to gain the technical knowledge and musical literacy to perform at a professional level. This study is an examination of the history and evolution of the PSP from 1995 through 2006, the participant requirements and expectations, and the impact of the program on the directors, students, family members, community, percussion industry, and music education.
Information for this study was obtained through interviews with Patsy Dash and Doug Waddell, PSP Directors, parents, and student participants, as well as Cayenne Harris, Director of the Education, Community Relations, and Diversity Department for the Chicago Symphony Orchestra, and Staci Stokes, Education Director for the Pro-Mark Corporation, a percussion manufacturer. Additional information was acquired through observations of lessons, rehearsals, and performances. Music education journals and internet sources were also examined for documentation of youth programs and ensembles including the methods used for organizing, funding, teaching, and maintaining such programs, as well as the impact of these types of programs on students, family members, schools, communities, and music education in general.
Information gathered through the interview process, educational journals, and internet resources was used to document the history and evolution of the Percussion Scholarship Program. Participant requirements and expectations and program impact were identified by comparing data from multiple interviewees. Implications for other percussion and music education programs were identified through the analysis of the data. Because of its unique offerings and its successes, it is conceivable that the Percussion Scholarship Program has the potential to serve as an instructional model for other youth groups or programs throughout the nation and significantly impact the manner in which musical knowledge and experiences are provided.