Browsing by Subject "Texas Tech University"
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Item A center for the study of West Texas regional history(Texas Tech University, 1985-08) Webster, David W.The proposed Center for the Study of Regional History is an educational facility which will provide an opportunity for a more efficient and comprehensive history education on a multiple of levels. The Center will co-locate, and provide new facilities for, the Texas Tech University Ranching Heritage Center (an indoor and outdoor history museum), the Southwest Collection (a regional research library and archives), the Lubbock County Museum (a collection of antique farm implements) and a proposed School of restoration to be added to the Texas Tech University Museum Science Department. The project should also provide facilities for education in regional history to be used on a full and part time basis by the History, Architecture, Engineering, Agriculture, Home Economics and Art Departments. Since the project will be sited on the Texas Tech University Campus, collegiate education will be the prime concern. However, the facility should also provide learning opportunities for individuals and groups with a variety of backgrounds and educational levels. The casual museum visitor, elementary school class or the family on a weekend outing should find the facility as useful and educational as the most highly educated and serious researcher.Item A comparative study of art education and music education majors at Texas Tech University(Texas Tech University, 1980-05) Todd, Marilyn Elizabeth MyersNot availableItem A field house for Texas Tech University(Texas Tech University, 1971-05) Borland, Hollis GlenNot availableItem A field house for Texas Tech University, Lubbock, Texas(Texas Tech University, 1971-12) Whitteker, James KNot availableItem A follow-up study of graduates of the College of Agricultural Sciences and Natural Resources, 1991-1995(Texas Tech University, 1996-05) Cantrell, Jason MatthewThe purposes of this study were twofold. The study sought to determine the occupational status of alumni from the College of Agricultural Sdences and Natural Resources at Texas Tech Uruversity who graduated between 1991-1995. Also, the research sought to determine if a need exists for advanced learning programs. Such programs would include continuing education through distance education.Item A marketing model for the Texas Tech University Department of Theatre and Dance graduate program: a professional problem(Texas Tech University, 1997-05) Thompson, Joe BillMore and more colleges and universities annually compete for a decreasing market of students. Current population trends indicate that the traditional undergraduate market made up of eighteen-to twenty-two-year-old students will continue to shrink as the nation moves into the twenty-first century. As the nations' working adults' career needs change, colleges and universities must develop new programs that will satisfy the needs and wants of the new market and they must also promote those new programs. Institutions of higher education are confronted with questions concerning the justification for and the quality of their academic programs. In times of fiscal difficulty, legislators, board of regents, and administrators focus their attention on what they perceive as the less important programs. Many times, the arts are viewed as expendable. If an educational theatre program is to survive and succeed into the twentyfirst century, educational theatre must begin to look at students as individual customers, not faceless enrollment statistics. Each program must determine who the real customer is and learn how to satisfy their wants, needs, and concerns. Developing a marketing model is a positive step in identifying the real customer of educational theatre programs and their wants, needs, and desires. Research can provide a backbone for developing a productive marketing model. The research gathered can enable programs to make valuedriven decisions and to distinguish themselves from the competition. Higher education marketing is about communication. If educational theatre programs are to survive and excel, it will be necessary that an educational theatre program identify its primary and secondary markets and develop a system to communicate with each. In addition, the system must possess the capacity to identify the program's market position in relationship to its competitors. A marketing methodology can assist theatre arts programs in analyzing and evaluating their student recruitment program. A marketing methodology can identify the theatre arts program's market position, potential target market, competition, student's wants and needs, and the graduate students' perceptions of the program. A marketing methodology can provide accurate information for the development of a marketing strategy.Item A profile of persisters: a study of the participants in the Texas Tech transition program for conditionally-admitted students(Texas Tech University, 1991-05) Copeland, Judy Ann CaldwellFor four years from 1987 to 1991, the researcher would encounter conditionally-admitted students from the Texas Tech Transition Program in the library, at the University Center, in the bookstore, or in line at the bursar's office. The students reported enjoying classes and making progress toward their chosen degrees and they asked about the status of the Transition Program as well as commenting on how it had helped them. Logan's 1989 study of the effect of the Transition Program after a year found that in comparison to a control group of conditionally-admitted students who participated in Freshman Orientation, the Transition Program made no significant difference in the first year academic performance, persistence, or social adjustment and institutional attachment of the participants. This finding, however, did not seem to be congruent with the personal reports of the participants. Dewey (1933) defined a problem as anything that "perplexes and challenges the mind so that it makes belief ..uncertain" (p. 27). Guba (1978)defined conceptual problems as ones that stem from "two juxtaposed elements that are conceptually or theoretically inconsistent" (p. 45). The apparent success of these conditionally-admitted students perplexed and challenged the concept of conditional admission, and the success of the participants seemed inconsistent with the findings of the first evaluative study of the Transition Program.Item A program for a geosciences teaching and research facility(Texas Tech University, 1976-12) McGee, Don FNot availableItem A teaching hospital for the Texas Tech University College of Veterinary Medicine(Texas Tech University, 1984-12) Knowles, GlennNoneItem A Thesis Program for KTXT-FM and Television Studios at Texas Tech University(Texas Tech University, 1972-12) Owens, John NathanNot Available.Item An apartment complex for married students at Texas Tech University(Texas Tech University, 1971-12) Mandel, Wayne HNoneItem An assessment of satisfaction of CASNR community college transfer students(2011-08) Peters, Kimberly G.; Akers, Cindy; Brashears, Michael T.; Irlbeck, Erica; Hopper, Norman W.By the year 2020, Texas Tech University has a goal to increase total enrollment to 40,000; in 2010, Texas Tech University reported total enrollment numbers of 31,637. One way to reach that goal is to increase enrollment and retention of community college transfer students. Research regarding community college transfer student involvement and satisfaction after transfer to a four-year university is limited. In order to assess the satisfaction and involvement patterns of community college transfer students, a descriptive/correlational study was performed on community college transfer students enrolled in classes at Texas Tech University. The accessible sample consisted of 60 community college transfer students who came to Red Raider Orientation for the fall of 2009. Data collection took place during the months of November and December of 2010 and employed the use of a researcher-developed, online survey instrument. The findings indicated that CASNR community college transfer students were minimally involved in clubs organizations and teams at both the community college and university levels, with the exception of those involved in competitive teams within the college. There were a relatively large percentage of respondents very involved in CASNR competitive teams. Students were mostly neutral or slightly satisfied when asked about satisfaction with different aspects of the university. College advising was the only variable to receive moderate satisfaction. There were low or negligible relationships between involvement on clubs, teams and organizations, with the exception of one moderate relationship between students who competed on a CASNR competitive team and their satisfaction with CASNR. Further research should be conducted and should include assessments of the involvement and satisfaction of native students as well as university transfer students, a qualitative longitudinal study of community college transfer students, and what factors increase community college transfer students’ satisfaction in CASNR at Texas Tech University. Findings should be generalized with caution to future students.Item An empirical analysis of the interactive effects between the individual characteristics of the learner and the method of instruction--lecture or computer-assisted--on student achievement in elementary accounting(Texas Tech University, 1986-05) Ott, Richard L.The two objectives of this empirical study were (1) to determine if students with certain characteristics (i.e., personality traits, learning abilities, aptitude, and attitudes) performed better in elementary accounting if instructed in one of two methods of instruction-- computer-assisted instruction (CAI) or lecture, and (2) to determine if the personality traits and learning abilities of the instructor interact with those of the student to affect student performance. Two groups of students were used in an experiment. The control group was instructed using the lecture method and the experimental group was instructed using CAI, Personality, learning ability, aptitude, and attitude measurements were collected from the students during the three-and-one-half-week, experimental period. An exam was administered after the experimental period. Regression analysis was the major statistical test employed. The results suggest that students with specific characteristics do tend to perform better when instructed in one method (CAI) or the other (lecture). However, there was not enough evidence to conclude that the instructor's personality traits and learning abilities interacted with those of the student to affect student performance.Item Item An international center, Lubbock, Texas(Texas Tech University, 1977-04) Kubicek, Frank LNot availableItem An off-campus student housing complex(Texas Tech University, 1975-05) Hundley, StephenNot availableItem Animal hospital and clinic facilities for the School of Veterinary and Zoological Medicine at Texas Tech University(1974-05) Wilson, John L.Not AvailableItem Animus Templum: an animal refuge at Texas Tech University.(Texas Tech University, 2005-12) Tilbrook, Matthew KyleNot availableItem E.A.A.R.I.: the Electronic Arts Archive and Research Institute, Texas Tech University(Texas Tech University, 1984-05) Rowland, DavidNot Available.Item Evaluation of training programs in the Texas Tech University Counseling Center(Texas Tech University, 1988-08) Tucker, Karen L.An important aspect of graduate education in counseling and clinical psychology is clinical training, specifically practica and internships. There is a clear directive from the American Psychological Association (APA) to conduct evaluations of clinical training, and an implicit directive from psychologists' responsibility to their clients. State licensure laws and thirdparty payment agents also demand certain levels of competence and accountability. It is clear that the effectiveness of clinical training should be evaluated. The literature reports that clinical training evaluation is done, but that it lacks specificity and quality. There are many difficulties inherent in such evaluation. For one, there are no standardized criteria against which to judge successful therapist training outcome. In addition, therapist trainees enter training with different skills, paces, and methods of learning. Third, assessment instruments are not well developed. It is therefore important to utilize the best evaluation methodology and instrumentation available. This dissertation study evaluated the clinical training programs of the Texas Tech University Counseling Center (TTUCC), which offers both practica and an APA-accredited predoctoral internship. There were two major foci for improving the TTUCC evaluation process. One was to make the evaluation more broad-based and comprehensive, and the second was to make the evaluation more quantitative or performance-based. The major problems with this study involved low return rates and poorly developed instrumentation, producing few statistically significant results.
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