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Relevant bibliographies by topics / University of Texas at Austin. College of Pharmacy / Dissertations / Theses

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Dissertations / Theses on the topic 'University of Texas at Austin. College of Pharmacy'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Cabrera, Vicente Vargas. "Factors influencing first-generation Mexican-American college students' persistence at the University of Texas at Austin /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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2

Goldstone, Dwonna Naomi. ""In the shadow of the South" : the untold history of racial integration at the University of Texas at Austin /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008337.

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3

Moreno, Susan Elaine. "Keeping the door open : Latino and African American friendships as a resource for university mathematics achievement /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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4

McCann, Melissa. "Social marketing : a theory based approach to influencing attitude and behavior change toward mental health among African American students at the University of Texas at Austin." The University of Texas at Austin, 1997. http://hdl.handle.net/2152/4018.

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5

Alvarado, Cassandre Giguere. "Emic perspectives: the Freshman Interest Group program at the University of Texas at Austin." Thesis, 2004. http://hdl.handle.net/2152/1203.

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6

Taylor, Betty Jeanne Wolfe. "The social construction of race and perceptions of privilege for white college students at a predominantly white institution." Thesis, 2005. http://hdl.handle.net/2152/2341.

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7

Bhagat, Geeta Srinivasan. "The relationship between factors that influence college choice and persistence in Longhorn Opportunity Scholarship recipients at the University of Texas at Austin." Thesis, 2004. http://hdl.handle.net/2152/2121.

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8

Alvarado, Cassandre Giguere Kameen Marilyn C. "Emic perspectives the Freshman Interest Group program at the University of Texas at Austin /." 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3139180.

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9

Sullivan, Charlotte Ann. "Presidential leadership a documentation of the defining issues confronted by presidents of the University of Texas at Austin from 1967 to 1997 /." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3106602.

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10

Hansel, Janice Marie 1949. "A case study of the institutional elements of a university sponsored charter school: urban school reform in an age of accountability." Thesis, 2007. http://hdl.handle.net/2152/3239.

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The purpose of this study is to document and analyze patterns of institutional constraints and supports that emerge when an urban elementary school, sponsored by a local university, is conceived and created in a high-stakes accountability environment. The study considers the regulative, normative, and cultural-cognitive pressures placed upon the school in its early years. In its mission to provide a model of exemplary education to a minority population, it is influenced by institutions of governance, traditional schooling, the local community, the university, and others. The author documents the social and political context of the school's creation, in addition to the institutional pressures related to the school's regulatory environment, normative outlook, and cultural-cognitive beliefs and assumptions. This study uses New Institutional Theory as a framework for analyzing data from interviews, documents, and observations. The study is both a theoretical effort to demonstrate the value of New Institutional Theory in education research and a case study which attempts to answer the question: In what ways is the elementary school constrained or enabled by the institutional nature of its creation and on-going effort to be a demonstration site for best practices for elementary level education in an urban setting? This study provides a review of literature regarding New Institutional Theory and the many issues surrounding the current accountability movement. It also suggests avenues of research, including research for education policy development that may usefully address the needs of urban education today. The author aims to provide a case study that is rich enough in detail to provoke discussion of the challenges inherent in the creation of this new educational model, the university sponsored charter school in an urban environment. The author also wishes to draw a theoretical connection between the New Institutional Theory and the dynamics of teacher practice in today's political climate. The case study exemplifies the difficulty of policy implementation when the policy is not designed inclusively. Policymakers need to be sensitive to a diversity of viewpoints and sub-cultures actively operating in the environment in order to develop policy that will build local capacity for increased learning and school improvement.
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11

Bhagat, Geeta Srinivasan Duncan James Paul. "The relationship between factors that influence college choice and persistence in Longhorn Opportunity Scholarship recipients at the University of Texas at Austin." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/2121/bhagatgs50544.pdf.

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12

Portillo, Juan Ramon. ""Hips don't lie" : Mexican American female students' identity construction at The University of Texas at Austin." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6189.

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While a university education is sold to students as something anyone can achieve, their particular social location influences who enters this space. Mexican American women, by virtue of their intersecting identities as racialized women in the US, have to adopt a particular identity if they are to succeed through the educational pipeline and into college. In this thesis, I explore the mechanics behind the construction of this identity at The University of Texas at Austin. To understand how this happens, I read the experiences of six Mexican American, female students through a Chicana feminist lens, particularly Anzaldúa’s mestiza consciousness. I discovered that if Mexicana/Chicana students are to “make it,” they have to adopt a “good student, nice Mexican woman” identity. In other words, to be considered good students, Mexican American women must also adopt a code of conduct that is acceptable to the white-centric and middle-class norms that dominate education, both at a K-12 level and at the university level. This behavior is uniquely tied to the social construction of Mexican American women as a threat to the United States because of their alleged hypersexuality and hyperfertility. Their ability to reproduce, biologically and culturally, means that young Mexican women must be able to show to white epistemic authorities that they have their sexuality and gender performance “under control.” However, even if they adopt this identity, their presence at the university is policed and regulated. As brown women, they are trespassers of a space that has historically been constructed as white and male. This results in students and faculty engaging in microaggressions that serve to Other the Mexican American women and erect new symbolic boundaries that maintain a racial and gender hierarchy in the university. While the students do not just accept these rules, adopting the identity of “good student, nice Mexican woman” limits how the students can defend themselves from microaggressions or challenge the racial and gender structure. Nevertheless, throughout this thesis I demonstrate that even within the constraints of the limited identity available to the students, they still resist dominant discourses and exercise agency to change their social situation.
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13

Seifert, Annemarie Helen 1973. "A sense of community? : voices of undergraduate African American women at a predominately white southern institution." Thesis, 2006. http://hdl.handle.net/2152/2641.

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14

Sendziol, Dana Marie. "Incorporating managerial competencies in the development of community college leaders : the community college leadership program (CCLP) at the University of Texas at Austin." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4004.

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As community colleges continue to define their mission statement, expand their services, and operate in the new global economy, this study explains the multiple dimensions of impact of the nation’s first community college leadership development program, The Community College Leadership Program (CCLP) at The University of Texas at Austin. Over the last 40 years, the program has consistently employed a targeted method of student recruitment, used a cohort learning model, incorporated an internship experience as part of a self-directed pedagogy, and imparted a system of core competencies derived from Mintzberg’s (1973) The Nature of Managerial Work. This study examines factors of the CCLP experience that contribute to successful careers in the community college and also identifies potential applications for utilizing similar tactics in leadership development programs. A qualitative research approach, incorporating mixed-methodologies, is used in this study. The first part of this investigation includes interviews with distinguished graduates, researchers, and other notable persons involved in the community college field, as well as Dr. John E. Roueche, program director. Additional analysis depicts social networking graphs of the positions and geographical placement of distinguished graduates in order to frame the national impact of this program on community colleges at large. Findings include those themes of community college leadership development which may prove useful in guiding the direction of other such programming and curriculum. Additional emphasis is placed on the future of the community college, the advancement of minority candidates to positions of leadership, and key attributes of successful community college leadership.
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15

Treviño, Ramona Sullivan. "Creating an elementary charter school: power, negotiations, and an emerging culture of care." Thesis, 2006. http://hdl.handle.net/2152/3410.

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16

Huntoon, Lee Anne. "Town and gown bikeways planning : an analysis of bicycle planning within the greater University of Texas-Austin community and the City of Austin as compared to similar college communities." Thesis, 2009. http://hdl.handle.net/2152/22521.

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This paper will focus on the “town and gown” relationships between cities and universities and their combined planning efforts for bikeway networks. An examination of the bicycle plans, use of bicycle boulevards and bike lanes, etc. will be applied to towns known for their university populations such as Berkeley, California with the University of California and Palo Alto, California with Stanford University and how the City of Austin and the University of Texas-Austin compares in utilizing the same principles in their bicycle facilities planning efforts.
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17

Wolff, William I. "Faculty learning communities: cultivating innovation in educational technology support organizations." Thesis, 2006. http://hdl.handle.net/2152/2992.

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18

Abston, Grant David. "Integrating Texas athletics : the forgotten story of the first black basketball players." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3209.

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During a period in American history when the racial landscape was rapidly changing, racial advances in collegiate athletics were taking place across the South in the 1950s and 1960s. At the University of Texas, that process proved harder to achieve than many expected as it would take nearly two decades to integrate athletics following the U.S. Supreme Court’s ruling that admitted blacks to the university in 1950. Caught in the middle of the decade-long struggle, as blacks finally began integrating various UT athletic teams, was a group of black basketball players whose story reflects the racial progress made not just in Austin, but also across the United States.
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19

Martinez, Rose Marie 1966. "The road less traveled : factors affecting community college transfer student admission to a public flagship university." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1246.

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Although much has been written about the challenges affecting transfer students, a mixed method study on transfer admission, particularly at the institutional level is an intriguing, albeit unexplored endeavor. In Texas, there is an added dimension of interest given the presence and popularity of the Top 10% Law. This study sought to provide a comprehensive portrait of transfer admission at The University of Texas at Austin from the 1990s to 2007. A sequential explanatory design was employed to identify changes in transfer admission policy and practice and to address if there were differences in admission rates among the major transfer pathways to the state’s largest flagship institution (Creswell, Plano Clark, Gutmann, & Hanson, 2003). Two main conclusions emerged from this study. First, transfer admission became more competitive and selective after the passage of the state’s Top 10% Law in 1997. Second, qualitative and quantitative findings suggested the implementation of a conditional transfer guarantee program for highly selective freshman applicants resulted in significantly less opportunity for transfer applicants from community colleges and other transfer routes to be admitted. Based on these findings, recommendations included reinvesting in a community college transfer student recruitment and scholarship program and significantly reducing the size of the university’s conditional transfer guarantee program for admissible freshmen applicants. A final suggestion was to identify and value the community college route in the holistic transfer admission process given the large proportion of first-generation college, low-income students who comprise this population. To avoid perceptions of sponsored mobility and to promote a social justice rationale, a pre-selection transfer program to prospective freshmen should be revisited given the adverse effects on the community college transfer population. With over 600,000 students enrolled in Texas 2-year colleges, a viable pathway to the state’s most prestigious flagship university provides increased opportunities for social mobility to the many competitively admissible first-generation and low-income students populating public 2-year colleges and seeking a baccalaureate degree from UT Austin.
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20

Ruzicka, Smita Sundaresan. "Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2896.

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South Asian Americans are one of the fastest growing sub-groups within the Asian American population in the United States today. Between 1960 and 1990, the South Asian American population witnessed an increase of approximately 900% (Leonard, 1997). This increase in population also corresponds with the increase in South Asian American students enrolling in institutions of higher education. However, despite their physical visibility on college and university campuses across the nation, South Asian American students remain invisible in higher education research. Student affairs practitioners have a limited understanding of the unique needs and issues confronted by South Asian American college students. This qualitative study addressed the paucity of research on South Asian American college students by specifically exploring the college experiences of South Asian American women. In particular, the study examined the central intergenerational issues between first-generation South Asian mothers who immigrated to the United States as adults and second-generation South Asian American daughters who are currently enrolled at the University of Texas at Austin. Secondly, it investigated the impact of these intergenerational issues on the identity development and overall college experiences of second-generation South Asian American female college students. Using a postcolonial, critical feminist framework, this study attempted to dismantle the one-dimensional, dominant narrative of South Asian Americans as the successful, high-achieving, model minority and present instead the multi-layered and complex narratives of these participants. Key findings indicated that the intergenerational issues between mothers and daughters were complex with both negative and positive impacts on the mother-daughter relationships, identity development, and the overall college experiences of the daughters. The transmission of culture and cultural values were primary ways in which mothers affected the identity development of their daughters. South Asian American peers and social networks were another significant source of identity development for the students. Additionally, narratives of both mothers and daughters revealed that the impact of the model minority image on women was qualitatively different than men where women had to often strive to fulfill simultaneous expectations of being a successful student and professional as well as conforming to the standards of being the model traditional South Asian wife and mother.
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