Browsing by Subject "Technology"
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Item A Study of the Relationship of Communication Technology Configurations in Virtual Research Environments and Effectiveness of Collaborative Research(2010-01-16) Ahmed, IftekharVirtual Research Environments (VRE) are electronic meeting places for interaction among scientists created by combining software tools and computer networking. Virtual teams are enjoying increased importance in the conduct of scientific research because of the rising cost of traditional scientific scholarly communication, the growing importance of shared academic research by geographically dispersed scientific teams, and changes in the corporate research structures. New facilities provided by the Internet technology enhanced this situation. Currently, our knowledge about VRE-based scientific communication and what makes it effective is relatively immature in terms of understanding technology (interface, architecture, and software evaluation), system management (software systems, visualization, scalability), knowledge bases, expert systems, and coordination. Moreover, we do not have a comprehensive classification scheme for virtual research environments primarily from a technological viewpoint. This study provided an analysis of VRE from a technological standpoint and developed a conceptual model that identified factors facilitating collaboration effectiveness with a primary focus on technology. VRE portals were at the core of the investigation as they are the entry points for VRE related information and resource access. First, the study developed a methodological framework for characterizing VREs, applied that framework to examine and classify existing VRE systems, and developed a new classification. Then, the study established a relationship between the technological profiles of various types of VREs and their productivity. Study results show that the technological arrangements of the VRE neither depend upon scientific discipline nor the existing functional typology. The study did not identify a significant presence of communication and collaboration technologies within the VRE systems. However, results indicated that there were a correlation between communication and collaboration technologies and VRE effectiveness.Item Advanced technology innovation mapping tool to support technology commercialization(2013-12) Felkl, Jakub, 1982-; Nichols, Steven Parks, 1950-This work outlines an Innovation Gap in technology commercialization and presents a novel tool, the Advanced Technology Innovation Mapping (ATIM) tool to address this gap. The tool aims to support technology commercialization in early stages of & prior to the New Product Development Process. The dissertation includes a detailed rationale, description, history, similar and originating methods for this tool based on Value Engineering and Function Maps for Design. This work also demonstrates on several example studies the use of the tool and evaluates via an exploratory study the usefulness of the tool. Research tests the tool in educational and training programs at the University of Texas at Austin and finds that the tool improves user understating of majority of important factors for technology commercialization (customer, technology, development activities). User feedback supports these conclusions. In the future the tool could be further expanded, more standardized and improved. Additionally, the work proposes further ways to study the tool in different settings and with groups of different sizes beyond this early exploratory study.Item An analysis of factors that influence community college students' attitudes toward technology(Texas A&M University, 2007-04-25) Fleming, Kathleen LiterskiThis study investigated the factors that influence community college students' attitudes toward technology, particularly in teaching and learning experiences. Studies on post-secondary students' attitudes reported in the literature are limited. Factors cited previously as having an effect on attitudes towards technology and toward computers included: gender; age; presence of a computer in the home; completion of a formal technology course; and comfort with technology. The subjects in this study were 372 students in freshman level credit English classes in the five colleges of the North Harris Montgomery Community College District located in the greater metropolitan Houston area. Previous research instruments and studies to measure students' attitudes toward technology were reviewed. A modified version of the Secondary Students Attitudes' Toward Technology (SSATT) was developed for this study because of the content, reliability, and applicability to the postsecondary population. The instrument was administered in the spring of 2005. The fact that 95.4% of the participants reported having a computer at home and that 70.2% reported having had a formal technology class provided insight into the integration of technology in the lives of this community college sample. A correlation matrix of all variables and analysis of variance were performed. Factor analyses were performed to identify subcomponents of the instrument. Eight factors were identified: (1) need for technology competence, (2) technology benefits, (3) negative aspects of technology, (4) technology and the workplace, (5) impact of increased use of technology, (6) video games, (7) technology and job creation, and (8) technology and safety. A conclusion of the study was that neither age nor gender had a significant effect on the post-secondary students' attitudes toward technology, which differs from the findings in some of the previous studies. Females reported being as comfortable, if not more so, with technology in teaching and learning experiences as the males in the study. Exposure to technology, completion of a formal technology class, and the use of computers appeared to positively affect community college students' attitudes toward technology.Item AN ANALYSIS OF PRINCIPALS’ PERCEPTIONS OF TECHNOLOGY’S INFLUENCE IN TODAY’S SCHOOLS(2012-04-19) Bell, Robert; Prater, Doris; Busch, Steve; MacNeil, Angus; Zou, YaliIn this era of accountability created by federally mandated initiatives, school leaders are still searching for ways to improve schools. Principals must learn to manage schools efficiently while moving classrooms out of the industrial age school model and into a 21st century, technology rich learning environment that enhances student achievement. The purpose of this study was to understand the importance of technology in today’s schools and its impact on principals, counselors, teachers, and students. The study used archival data from a larger survey and focused on understanding principal perceptions of how technology influences their daily roles as school leaders. The 310 principals originally interviewed were from the larger Gulf Coast metropolitan area and were actively serving as the principal of a school at the time they were surveyed. A combination of traditional survey and cognitive interviewing techniques were used to address the questions related to principals’ perceptions regarding the influence of technology on their campuses. Principals were asked to describe the extent technology had made a difference at their school; how it had influenced teachers, counselors, and students; as well as how it had influenced their role as a principal? Four major themes emerged and were identified and given an operational definition of Positive Influence, Moderate Influence, No Influence, and Negative Influence to describe the impact technology had on the different principal’s campuses. The results of the analysis indicated that 62.3% of the principals self-reported that technology had made a positive impact on their roles as principals; in their schools; as well as making a positive impact on teachers, counselors, and students. Of the 35.7% of principals who believed technology had been a negative impact on their campuses, over half of them reported that technology had a negative influence on their role as a principal. If technology is to play a role in developing a project-based, real-world, problem-solving curriculum that equates to student engagement and student achievement in the classroom; these findings indicate that the principal’s perception of technology’s influence plays a key role in that integration occurring at the campus level.Item The application of systems engineering to a Space-based Solar Power Technology Demonstration Mission(2012-05) Chemouni Bach, Julien; Fowler, Wallace T.; Guerra, Lisa A.This thesis presents an end-to-end example of systems engineering through the development of a Space-based Solar Power Satellite (SSPS) technology demonstration mission. As part of a higher education effort by NASA to promote systems engineering in the undergraduate classroom, the purpose of this thesis is to provide an educational resource for faculty and students. NASA systems engineering processes are tailored and applied to the development of a conceptual mission in order to demonstrate the role of systems engineering in the definition of an aerospace mission. The motivation for choosing the SSPS concept is two fold. First, as a renewable energy concept, space-based solar power is a relevant topic in today's world. Second, previous SSPS studies have been largely focused on developing full-scale concepts and lack a formalized systems engineering approach. The development of an SSPS technology demonstration mission allows for an emphasis on determining mission, and overall concept, feasibility in terms of technical needs and risks. These are assessed through a formalized systems engineering approach that is defined as an early concept or feasibility study, typical of Pre-Phase A activities. An architecture is developed from a mission scope, involving the following trade studies: power beam type, power beam frequency, transmitter type, solar array, and satellite orbit. Then, a system hierarchy, interfaces, and requirements are constructed, and cost and risk analysis are performed. The results indicate that the SSPS concept is still technologically immature and further concept studies and analyses are required before it can be implemented even at the technology demonstration level. This effort should be largely focused on raising the technological maturity of some key systems, including structure, deployment mechanisms, power management and distribution, and thermal systems. These results, and the process of reaching them, thus demonstrate the importance and value of systems engineering in determining mission feasibility early on in the project lifecycle.Item Assessing Quality of Instruction, Student Learning, and Satisfaction for Student at a Distance(2013-08-12) Chang, Ruei-PingThe purpose of this study was to describe how assessing interactions in a distance course impact the quality of instruction, student leaning, and satisfaction with the course. This study, further describes how interactions can be enhanced with certain technologies. The population for this research was both undergraduate and graduate students of the college of Agriculture and Natural Resources in National Chung-Hsing University (NCHU), in Taiwan. There are twelve departments under the College of Agriculture and Natural Resources including eleven departments and one graduate institute. Data was collected from students at NCHU (Taiwan) by using Qualtrics (an online survey platform) through the Internet. All data of this research collected via Internet and used SPSS 20.0 to analysis data results. It is an anonymous survey that participants just receive the survey web address from email or academic platforms of each department. There is no any identification information for each participant. According to the findings, there are some relationships between transactional distance theory, technology, and online education. The results of the regression model point out that the learner to the course content interaction is a significant predictor for satisfaction toward online classes. Learner to the course content interaction and learner to the instructor interaction are significant predictors for quality toward online classes. Learner to the course technology interaction and learner to the instructor interaction are significant predictors for learning toward online classes. Learner to the course content interaction and learner to the instructor interaction are significant predictors of enhanced interactions in online classes. However, there is no interaction effect in learner to leaner interaction to enhance the satisfaction, quality, and learning. From the above data, the learner to the instructor interaction and the learner to the course content interaction are two important factors that influence learners? satisfaction, quality, and learning of online courses. More participants involving in this research recommended increasing the reliability and the diversity of opinions. Besides, using the same instrument for diverse populations such as differences of culture, background, and majors may find more relationships in interactions and technologies in online education. Also, do more researches for enhancing the interaction between learner to learner and learner to the course technology. It is important to find more effective technologies and media for instructors to enhance learners? satisfaction, quality, and learning of online education.Item Autonomous vehicles : land use implications for Austin, Texas(2015-08) Palmer, Rebekah Mae; Wegmann, Jake; Jiao, JunfengAutonomous vehicles are said to be a disruptive technology that will transform the way we live in coming decades. Drawing from the historical context of conventional vehicles and their subsequent transformation of land use development patterns, this paper seeks to understand the ancillary implications of such advances in transport. I assert the argument that Austin will be amongst the first cities to experience these shifts due to its history of economic development strategy, large populous of technology 'first-adopters,' the city's struggle to accommodate rapid growth, and Austin's context within Texas' business-friendly regulatory environment. The literature review aims to cover a broad, high-level view of the current status of autonomous vehicle development and provide context for how the academy is researching the possibilities for autonomous vehicle commercialization. A second portion of this report summarizes the views of Austin-based traffic engineers, transit researchers, attorneys, and other experts serving on various policy advisory councils in Austin, Travis County, and Central Texas.Item Classroom Observations of Instructional Practices and Technology Use by Elementary School Teachers and Students in an Ethnically-and Economically-Diverse School District(2012-10-19) Rollins, Kayla BrazielThe purpose of this study was to observe pre-kindergarten through fifth-grade public school classrooms to examine differences among instructional practices and technology use by teachers, students and the overall classroom. The current study differed from and built upon previous classroom observational research in a number of major ways. First, the observational data examined both student and teacher technology use and the availability of technology in the classroom. Second, authentic classroom behaviors were examined in relation to technology use; specifically, behaviors related to the impact of technology use on student engagement as well as differences among technology use in classrooms and differences by student socio-economic status. Finally, unlike previous studies, this study focused specifically on pre-kindergarten through fifth-grade classrooms from the same large public school district that was diverse by both socio-economic status (SES) and by student ethnicity. Overall, the results of this study suggest that technology has not been adequately implemented into the observed classrooms. Technology was available but was not used to a great extent. When technology was implemented, teachers were primarily observed using it to present material and students were observed using it almost exclusively for basic skills activities. This low-level of technology integration occurred in elementary schools of a high performing school district which had a technology plan in place, a low student to computer ratio, and 100 percent of the classrooms had Internet access. Furthermore, only 15 percent of teachers were observed integrating technology to a great extent; however, students in these classrooms were observed on task significantly more frequently than students in classrooms where technology was observed less or not at all. On the other hand, students were observed off task significantly more in classrooms where either no technology integration was observed or where it was only observed a moderate amount. These findings support and build upon previous observational studies. There is still a need, however, for strong, empirical research to be conducted to further examine the use of technology in elementary classrooms.Item Clinically relevant adipose tissue engineering strategies and market potential(2010-12) Finkbiner, Jenny Jean; Ambler, Tony; Vail, Neal K.This thesis presents a foundation for developing a business case for companies interested in the reconstructive and cosmetic procedure markets. The focus is on reviewing adipose tissue engineering research and proposing technology opportunities that could be applied to challenging soft tissue reconstruction cases and adjacently applied to cosmetic applications. To establish the foundation for this type of program, this thesis includes an evaluation of the reconstructive and cosmetic procedure markets, current practices in these markets and their constraints, as well as a literature review of research in adipose tissue engineering and its potential clinical applications. Additionally it captures the competitive landscape of major players in the reconstructive market as well as up-and-coming players in the adipose tissue engineering field. Technology development opportunities with associated customer and business value are discussed with a recommendation for the development of a detailed business case to evaluate specific product development opportunities in these markets.Item Community of inquiry as a foundation for academic success: A study of social, teaching and cognitive presence in undergraduate nursing hybrid courses(Texas Tech University, 2008-05) Ouimette, Nina; Maushak, Nancy; Crooks, Steven M.; Olivarez, Arturo; Price, RobertHybrid courses are becoming the mainstay of Higher Education. One might argue that these technologies distract from learning and that students may not feel connected. Little quantitative research has been completed in this area. The purpose of this study was to examine the impact of Community factors as predictors of undergraduate nursing student success within a private intercollegiate university in the Southwestern United States. The goal was to contribute to the field of instructional technology design with a focus on the nursing undergraduate hybrid environment. This study employed a nonexperimental descriptive and correlational design. A comparative design was also employed. Research questions were related to comparisons of measures of academic success and correlations to examine relationships of the community domains of Social Presence, Cognitive Presence, Teaching Presence, Connectedness and Learning. The sample size was 81(n). Descriptive and Inferential statistics were computed. Significant Pearson correlations were identified within and between grade levels. No differences were found for performance level between groups. Five out of 5 correlations were statistically significant. The correlations of the Cognitive presence domain were statistically significant with the correlations for the domains of Social Presence, Connectedness and Learning. The correlations of the Teaching presence domain were statistically significant with the correlations for the domains of Cognitive Presence, Social Presence, Connectedness and Learning. The correlations of the Social Presence domain were statisticallyItem A computer model for learning to teach : proposed categorizations and demonstrated effects(2013-12) Gaertner, Emily Katherine; Stroup, Walter M.With the proliferation of new technological alternatives to the traditional classroom, it becomes increasingly important understand the role that innovative technologies play in learning. Computer environments for learning to teach have the potential to be innovative tools that improve the skill and effectiveness of pre-service and in-service teachers. There is a tacit sense in such environments that “realism” is best created through, and associated with, a kind of pictorial literalism. I designed a computer model (the Direct Instruction tool) that, though simple, appears realistic to many users and thus contradicts that sense of literalism. I also propose a theoretical classification of computer representations based on the relationship (or lack thereof) between perceived usefulness or relevance and realism. In this study, I investigate two questions: 1) What are the kinds of claims or insights that respondents generate in relation to using the DI tool to organize their experiences? 2) How do the functionalities of the DI tool fit with or support what respondents see as meaningful? Results indicate that a model can be seen as relevant and useful even if it is not internally consistent. Two major themes that were meaningful to study participants were the simultaneously positive and negative role of “difficulty” in the classroom, and the balance between past performance and future potential. The DI tool seems to promote a shared focus on these themes despite the diversity of past educational experiences among study participants. Responses to this model suggest that extremely abstracted representations of teaching are able to influence the claims and insights of users, affording a glimpse into the internal realities of pre-service teachers. This in turn creates an opportunity to articulate these alternative realities without judgment, describe them with respect, and make them an object of consideration rather than a hidden force. The results of this study contribute to a theory of computer environments for learning to teach that can shape the effective use of these tools in the present, as well as accommodate new models that may be developed as technologies change in the future.Item Crafting digital cinema : cinematographers in contemporary Hollywood(2011-08) Lucas, Robert Christopher; Schatz, Thomas, 1948-; Strover, Sharon; Schiesari, Nancy; Hunt, Bruce; Hay, JamesIn the late 1990s, motion picture and television production began a process of rapid digitalization with profound implications for cinematographers in Hollywood, as new tools for “digital cinematography” became part of the traditional production process. This transition came in three waves, starting with a post-production technique, the digital intermediate, then the use of high-definition video and digital production cameras, and finally digital exhibition. This dissertation shows how cinematographers responded to the technical and aesthetic challenges presented by digital production tools as they replaced elements of the film-based, photochemical workflow. Using trade publications, mainstream press sources, and in-depth interviews with cinematographers and filmmakers, I chronicle this transition between 1998 and 2005, analyzing how cinematographers’ responded to and utilized these new digital technologies. I analyze demonstration texts, promotional videos, and feature films, including Pleasantville, O Brother Where Art Thou, Star Wars: Attack of the Clones, The Anniversary Party, Personal Velocity, and Collateral, all of which played a role in establishing a discourse and practice of digital cinematography among cinematographers, producers and directors. The challenges presented by new collaborators such as the colorist and digital imaging technician are also examined. I discuss cinematographers’ work with standards-setting groups such as the Society of Motion Picture and Television Engineers, Academy of Motion Picture Arts and Sciences, and the studio consortium Digital Cinema Initiatives, describing it as an effort to protect “film-look” and establish look-management as a prominent feature of their craft practice. In an era when digitalization has made motion pictures more malleable and mobile than ever before, this study shows how cinematographers attempted to preserve their historical, craft-based sense of masterful cinematography and a structure of authority that privileges the cinematographer as “guardian of the image."Item Dancing with Spanish words : teaching pragmatic awareness through speech acts(2013-05) Sallee, Ashley Nicole; Sardegna, Veronica G.This Report answers three questions: (a) Why is teaching pragmatic competence important? (b) What are the approaches to teaching pragmatic awareness? Specifically how do instructors teach Spanish requests?, and (c) What role does technology play in pragmatic awareness instruction? The first chapter explains why I chose to write my Report on developing pragmatic awareness through speech act instruction. Chapter two discusses development of pragmatic awareness. Chapter three and four address approaches to teaching pragmatic knowledge and technology’s role in pragmatic instruction. Chapter five proposes a lesson for an intermediate university Spanish class grounded on speech act theory. Materials and a rubric for classroom use accompany the lesson (Appendices A-C). The chapter concludes with a discussion of pedagogical challenges as well as pedagogical recommendations for teachers. Chapter six concludes the Report by answering my guiding questions succinctly, summarizing the pedagogical lesson proposed, and explaining the reasons why I think the lesson is a useful resource for teachers.Item Drivers of environmentally-friendly technology adoption : electric vehicle and residential solar PV adoption in California(2016-05) Nath, Vivek; Rai, Varun; Zarnikau, JayThe use of electric vehicles (EVs) and residential solar photovoltaic (PV) panels is expected to play a role in stabilizing greenhouse gas concentrations in the atmosphere within an acceptable range, to mitigate detrimental climate change impacts. This thesis uses two uniquely rich datasets from the EV and residential solar PV market in California to study the demographic, motivational, social and informational influences on technology adoption decision-making. Rogers’ diffusion of innovations theory and the theory of planned behavior (TPB) are extensively used to contextualize the findings. Several findings aligned with Rogers’ generalizations regarding communication channels and characteristics of earlier adopters, and the increasing role of interpersonal communication channels signaled a shift to the early majority. Strong support was also found for the theory of planned behavior through the identification of the role of personal norms, subjective norms, attitude, and perceived behavioral control on intention and, ultimately, behavior. Information channels used by the EV cohort suggest a possible departure from TPB through the role of habitual behavior and attitudinal formation.Item Effects of computer animated instruction upon cognition of undergraduates in an agricultural power technology course(Texas Tech University, 2002-12) McGregor, Kyle W.The utilization of visual elaboration has been a key component of the educational process for instmctors of agricultural power technology. Traditionally, still illustration and representatives of real equipment (realia) have been utilized to teach the hidden theoretical concepts that comprise the most basic operational processes of the internal combustion engine and its accompanying systems. Exponential technology advancement has allowed the development of a new mode of visual elaboration in the form of highquality computer generated animation. This dissertation, which utilized the dual coding theory as a theoretical framework, is the first of its kind to compare the use of traditional visual elaboration in agricultural power technology with that of the traditional methods and the added component of computer-generated animation. Computer-generated animations are most effective when used with topics that are abstract, vague, hidden or too fast or slow to view. When applied to operational theory of common internal combustion engines, animation is a natural fit. Animation must also be utilized with suitable content and an appropriate learner in order to be effective. Animations are beneficial when compared to still illustration and realia because they offer the benefit of motion and trajectory. The study sought to identify any significant benefits that would result from the addition of animation to an agricultural power technology lesson.Item The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment(2014-05) Horton, Lucas Robert; Liu, Min, Ed. D.Learners who are novice problem solvers often encounter difficulty when solving complex problems. One explanation for this difficulty is that the cognitive requirements of problem-solving are sufficiently high that learners easily become overwhelmed and frustrated, leading to a state known as cognitive overload in which learning is obstructed. Cognitive Load Theory is concerned with the design of instructional approaches intended to manage the cognitive load required for thinking and problem-solving tasks. Scaffolds are any kind of support that facilitates the accomplishment of a difficult task that a learner would not be able to accomplish on their own. They are potential mechanisms to support students in negotiating the potentially high cognitive load required by complex problem-solving. The purpose of this study was to examine the effects of technology-based scaffolds within a problem-based learning environment known as Alien Rescue. The study investigated the impact of scaffolds on cognitive load, problem-solving behaviors, science knowledge, and student perceptions of the learning environment. Participants for this study included sixth grade students from a suburban middle school in the southwestern United States. Student classes were assigned to one of three treatment conditions: (a) a problem constraint condition in which students were guided through a problem-solving process similar to that of an expert, (b) a prompt condition in which students were provided with guiding messages during problem-solving, and (c) a control condition with no scaffolding. All conditions participated in the use of Alien Rescue for three weeks. Measures including a self-report measure of mental effort, calculated instructional efficiency scores, problem solution scores, student activity logs, and science knowledge test performance were used to evaluate students' cognitive load, problem-solving performance, problem-solving strategies, and learning gains. An open-ended questionnaire and student interviews were used to gather data on students' perceptions of the program. Results of the study indicate statistically significant differences between treatment conditions with respect to problem-solving efficiency, student problem-solving behaviors, and scientific knowledge gain. Additionally, qualitative findings highlight problematic aspects of the highly structured condition as implemented within the classroom context while also identifying components of the learning environment that were perceived as helpful and useful to participants. Teacher interviews also provided insight into classroom implementation of the program and opportunities to further enhance scaffolds to support student learning. Implications of the study from research, instructional design, and technology perspectives are discussed along with a treatment of study limitations and opportunities for further research in this area.Item Engaging elementary students in active learning through engineering : methods, observations and outcomes(2014-08) Pearce, Logan Anthony; Petrosino, Anthony J. (Anthony Joseph), 1961-; Barufaldi, JamesEngineering as a pedagogical tool for teaching content and driving student intellectual development is often confined to secondary school grades – middle and high school students. The goal of this work is to explore the feasibility of incorporating engineering, in the form of engineering design challenges, into elementary grade levels. The hypothesis is that engineering design challenges can be made to be age appropriate for elementary students, specifically 1st grade students, without sacrificing elements which make them effective pedagogical tools. This hypothesis was tested through the designing of an engineering design challenge for 1st grade students, which was then taught to a group of elementary students, whose responses were analyzed for desired outcomes indicating effectiveness. The design challenge was demonstrated to be engaging, effective, and feasible for the group of elementary students participating in the research. Students were observed to display engineering habits of mind, an understanding of cause and effect, systems thinking, and a basic understanding of science content through participation in the design challenge. Aspects of the design challenge which were not effective or age appropriate are discussed in this work, and recommendations for further modification of the design challenge to better accommodate elementary students is given.Item Enhancement of faculty skills through mentoring(2012-08) Johnson, Levi; Dwyer, Jerry F.; Williams, Brock; Sherrod, SonyaDespite an extensive literature outlining the beneficial effects of faculty mentorship programs on undergraduate protégés, very little exists evaluating the impact of such activities on the faculty mentors themselves. This study employs grounded theory methods in a qualitative exploration of skills enhancement in faculty mentors involved in externally funded scholarship and mentorship programs for science, technology, engineering, and mathematics majors enrolled at Texas Tech University. The researcher collected data through in-person observations of mentoring sessions, open-ended surveys, and semi-guided interviews with faculty mentors. A relatively small participant pool somewhat restricted the breadth of conclusions; however, the depth and richness of the data collected indicate that participation resulted in varied levels of improvement in both pedagogical and interpersonal skills.Item Establishing media as scene partner to the producing interdisciplinary artist(2015-05) Belock, Ryan Allen; Isackes, Richard M.; Ortel, Sven; Bonin-Rodriguez, Paul; Beckham, AndreaThis thesis asks how practice-as-research methodologies can inform producing interdisciplinary artists in the context of contemporary performance production. Recognizing a growing trend of self-producing artists, I demonstrate how creative artists can balance aesthetic goals with organizational concerns. Taking a case study approach, I draw on the growing trend of artists relying upon themselves to perform most, if not all functions of a small production company in addition to mastering their primary craft. I look at modern examples of performers who rely heavily on projection design and test several roles in the devising, designing, promotion, and execution of an original media-driven story. Sources indicate the avenues where artists may find themselves most successful are those in which they must serve in several capacities to the production, including the wearing of many hats. It becomes therefore important for the interdisciplinary artist to maintain flexibility in order to assume other roles in addition to those specific to their craft. Through the lens of a producing artistic director, I consider the following main questions: How may theatre technicians navigate the threshold of technological competence and artistic integrity? Where and when (if at all) does the artist (performer) become the technician and vice versa? What common languages (i.e. Viewpoints, Semiotics, musicianship) can be formed to aid in the cohesion of collaborators from different disciplines (i.e. music, design, movement)?Item Evaluating the effectiveness on integrating agricultural science and technology with algebra I on the Texas assessment of knowledge and skills mathematics test(2007-12) Bednarz, Aaron; Burris, Scott; Baker, Matt; Fraze, StevenThe No Child Left Behind Act of 2001 requires states to develop and implement a statewide yearly assessment measuring student’s progress and understanding of the state curriculum (United States Department of Education, 2003). As a result of this act, Texas has developed and implemented the Texas Assessment of Knowledge and Skills (TAKS) as the statewide assessment. Upon the implementation of the TAKS test students are expected to reach proficiency level of achievement in the areas of reading/language arts, mathematics, and science before graduating from high school. Even with the proper instruction in course work, students are struggling to reach levels of proficiency in these subject areas resulting in their ineligibility to graduate from high school. The A2E2 course is designed for ninth grade students who unsuccessfully completed the eighth grade TAKS test and are enrolled in Algebra I. A2E2 is designed to assist students who are struggling in understanding concepts by creating the opportunity for the application of algebra concepts to real world settings. The course creates the opportunity through a block scheduling that allows for students to spend the first half of the class learning algebra concepts and the second half of the class applying those concepts to real-world, agricultural topics. Students in the state of Texas must pass the TAKS test for reading/language arts, mathematics, and science before graduating from high school. Students are struggling to reach acceptable achievement scores on the mathematics portion of the test. The A2E2 course is designed to help increase student achievement in algebra. The primary purpose of this research project is to explain the elationship that the A2E2 course has on tudent achievement as measured by the TAKS Test. The research project incorporated the use of an ex post facto research design to investigate the effectiveness of the A2E2 course. Although there were not any significant differences found between A2E2 and other forms of math remediation the researcher found evidence supporting the A2E2 course and its use as a form of math remediation.