Stephen F. Austin State University is a public university located in Nacogdoches, Texas, United States. Founded as a teachers' college in 1923, the university was named after one of Texas' founding fathers, Stephen F. Austin. Its campus resides on part of the homestead of another Texas founding father, Thomas Jefferson Rusk. Stephen F. Austin is one of four independent public universities in Texas . Stephen F. Austin State University is accredited by the Southern Association of Colleges and Schools to award bachelor's, master's, and doctoral degrees. Wikipedia.
News Article | May 4, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has ranked the best colleges in Texas for 2017 based on analysis of degree programs, career resources and other student data. 50 four-year colleges and universities were highlighted for overall quality, with Rice University, Trinity University, Southern Methodist University, LeTourneau University and the University of Texas at Austin ranking as the top five. 50 two-year schools also made the list, with Texas State Technical College Waco, Western Texas College, Galveston College, Del Mar College and Navarro College coming in as the top five. All winning schools are listed below. “As Texas’ economy continues to grow, more job seekers are bolstering their resumes by earning a certificate or degree,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Not only do these Texas colleges provide excellent academic opportunities, they also offer employment and career services that contribute to student success in the job market after college.” To be included on the “Best Colleges in Texas” list, all schools must be regionally accredited and not-for-profit institutions. Each college is ranked on a variety of data points, including number of degree programs offered, annual alumni earnings 10 years after entering college, career services, academic counseling, financial aid availability and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Texas” list, visit: Texas’ Best Four-Year Colleges for 2017 include: Abilene Christian University Austin College Baylor University Dallas Baptist University Dallas Christian College Hardin-Simmons University Houston Baptist University Howard Payne University LeTourneau University Lubbock Christian University McMurry University Midwestern State University Rice University Saint Edward's University Sam Houston State University Southern Methodist University Southwestern Adventist University Southwestern University St Mary's University Stephen F Austin State University Tarleton State University Texas A & M International University Texas A & M University-College Station Texas A & M University-Commerce Texas Christian University Texas Lutheran University Texas State University Texas Tech University Texas Tech University Health Sciences Center Texas Woman's University The University of Texas at Arlington The University of Texas at Austin The University of Texas at Dallas The University of Texas at El Paso The University of Texas at Tyler The University of Texas Health Science Center at Houston The University of Texas Health Science Center at San Antonio The University of Texas of the Permian Basin The University of Texas-Pan American Trinity University University of Dallas University of Houston University of Houston-Clear Lake University of Mary Hardin-Baylor University of North Texas University of St Thomas University of Texas Southwestern Medical Center University of the Incarnate Word Wayland Baptist University West Texas A & M University Texas’ Best Two-Year Colleges for 2017 include: Alvin Community College Amarillo College Angelina College Austin Community College District Blinn College Brookhaven College Central Texas College Cisco College Coastal Bend College College of the Mainland Collin College Del Mar College Eastfield College El Paso Community College Frank Phillips College Galveston College Grayson College Hill College Houston Community College Howard College Kilgore College Lamar Institute of Technology Lamar State College-Port Arthur Lee College Lone Star College McLennan Community College Navarro College North Central Texas College North Lake College Northeast Texas Community College Northwest Vista College Odessa College Palo Alto College Panola College Richland College San Antonio College San Jacinto College South Plains College St Philip's College Tarrant County College District Temple College Texas State Technical College - West Texas Texas State Technical College-Waco Trinity Valley Community College Tyler Junior College Vernon College Victoria College Weatherford College Western Texas College Wharton County Junior College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | December 13, 2016
The Rainmaker Group, the market-leading provider of automated revenue management and profit optimization software solutions for the Multifamily Housing and Gaming & Hospitality industries, welcomes Matt Curry and Jim Trainor as vice presidents of multifamily sales. In these roles, they will be charged with educating the multifamily industry on the convergence of revenue management and marketing and its benefits to improve demand generation and increase overall revenue. Curry will oversee Rainmaker's multifamily sales activities in the Eastern United States, while Trainor will perform the same duties for the West region. Indicative of the strong growth Rainmaker continues to experience, the hires come after a recent announcement that the company was included on the Inc. 5000 list of the fastest growing privately held U.S. companies for the sixth consecutive year. With more than 200 employees in North America, the company has achieved a three-year growth rate of 86 percent, and promises to continue that trend in 2016. "The apartment industry continues to grow more sophisticated in its operations, and the need for our cutting-edge solutions that help operators optimize demand generation efforts is rapidly increasing," said Rainmaker Chief Commercial Officer Mike Cowles. "Now is the perfect time to bolster our commercial organization and sales presence in the multifamily sector, and the hiring of Matt and Jim is a powerful testament to our belief in and commitment to this industry." Curry comes to Rainmaker from Cvent following the company’s acquisition of SignUp4. He joined SignUp4 in its early stages and helped the company increase its revenues tenfold over his tenure with the firm. He served in various sales and marketing leadership positions before becoming the company’s vice president of sales and business development. In less than 10 years, Curry and his team had made SignUp4 such a force in the corporate meeting, events and travel technology space that Cvent, the undisputed leader in the sector, sought to acquire the company. After the acquisition was complete in 2015, he served Cvent as director of sales where he oversaw all acquisition, integration and client transition operations to ensure the purchase was successful. Curry graduated from Western Kentucky University with a degree in finance. Trainor comes to Rainmaker after a 15-year tenure with the CoStar Group Inc. While in his previous positions as regional sales director for the Dallas/Fort Worth and the Washington D.C. regions, he helped to provide access to information, analytics and marketing services to the multifamily and commercial real estate industries. He has a proven track record for successfully leading sales teams through major acquisitions, company integrations and high growth. Trainor has more than 25 years of software sales experience including sales leadership roles with LexisNexis, Shepard's Citations and National Data Corp. He graduated from Stephen F. Austin State University with a bachelor’s degree in biology and psychology. About Rainmaker The Rainmaker Group is the market-leading provider of automated Revenue Management and profit optimization software solutions for the Multifamily Housing and Gaming & Hospitality industries. Rainmaker software, coupled with business consulting services, enables multifamily housing operators to maximize revenue from apartment leases and helps operators of casino hotels and other hospitality enterprises secure the most valuable customers to increase their profitability. An innovator and thought leader in the highly specialized pricing and revenue optimization field, Rainmaker leverages cutting-edge research to bring clients the most sophisticated systems and help them achieve the highest profitability from their assets. Multifamily housing clients include leaders such as AvalonBay Communities, Equity Residential, Gables Residential, Post Properties, Mid-America Apartment Communities and more. Gaming/Hospitality clients include leading casino/hotel organizations such as Atlantis The Palm Dubai, Caesars Entertainment, MGM Resorts International, Omni Hotels & Resorts, Wynn Las Vegas, and many others. A Microsoft Silver Certified Partner headquartered in northern Atlanta, GA, Rainmaker has for six years running ranked on the Inc. 5000 list among America’s top fastest growing, privately held companies. For more information, visit http://www.LetItRain.com.
Agency: NSF | Branch: Standard Grant | Program: | Phase: Campus Cyberinfrastrc (CC-NIE) | Award Amount: 497.35K | Year: 2013
The CC-NIE Networking Infrastructure project overcomes geographical and technological barriers at Stephen F. Austin State University (SFA) with major upgrades to network infrastructure, connectivity, and the science DMZ. These upgrades support expanded research and teaching capabilities and improve capacity for data-driven research across a variety of STEM disciplines.
Network enhancements under construction consist of two fiber optic installation builds, one enabling a protected 10 Gb/s Ethernet connection from the SFA main campus to the Internet2 and the Lonestar Education and Research Network (LEARN) point-of-presence in Houston and the other from the SFA main campus to the remote SFA Observatory and Walter C. Todd Agricultural Research complex. Upgrades in progress increase the capacity of the science DMZ from 1 Gb/s to 10 Gb/s to allow for the rapid exchange of large datasets outside of the universitys protective firewall. Installation of a 10 GB/s PerfSONAR node allows SFA to benchmark performance to relevant sites and to monitor network performance.
Applications include research endeavors in physics and astronomy, agriculture, biology, biotechnology, chemistry, computer science, mathematics and statistics, forestry, and geospatial sciences that will directly benefit from the ability to manipulate, manage, and transfer larger data sets. Additionally, the enhanced infrastructure will improve capacity for collaborative research on campus, nationally, and globally, and afford full use of existing networks, such as LEARN, internet2, REDDnet and AmericaView. The networking improvements will also enhance both graduate and undergraduate curricula in these and other STEM disciplines and allow for increased student participation in data-intensive research.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.45M | Year: 2011
The Talented Teachers in Training for Texas (T4) is an effort led by the Stephen F. Austin State (SFA) University in partnership with Angelina College (AC) and the Texas Region 7 Education Service Center. The T4 endeavor supports development of twenty secondary teachers of mathematics, chemistry, biology, or physics. The goals of T4 are two-fold: (1) to increase capacity of STEM teaching majors, and (2) to study the development of a research-based model for strengthening the STEM teacher pipeline that provides support for STEM teachers, regardless of the remoteness of their location in rural settings.
T4 recruits from the robust SFA and AC freshman and sophomore population of STEM majors to choose a select candidate pool of fifty-five Noyce Recruits. Each Recruit participates in a two-week summer experience involving a math/science camp and STEM classroom observation. From this group, twenty highly-talented Recruits, committed to a career in teaching, are chosen to become Noyce Scholars, each receiving a $15,000 annual scholarship during his/her junior and senior years. In addition, the Noyce Scholars receive intensive academic mentoring, beginning when they are introduced to the possibility of a STEM teaching career as a Recruit, continuing through their scholarship years, and culminating with three years of active classroom induction. T4 Noyce Scholars earn a baccalaureate degree in mathematics, biology, chemistry or physics, as well as a Teaching Certificate.
T4 Noyce Scholars are mentored by STEM faculty collaborating with the existing SFA Noyce Master Teaching Fellows and Master Teachers, which is explicitly tasked with supporting Scholars during their successful passage through the STEM pipeline. Researching teacher quality and effectiveness is a prime focus of SFAs newly established STEM Research and Learning Center. Through this STEM Center, T4 examines project data to discover effective recruitment strategies, to document longitudinal effects of collaborative preparation of highly qualified STEM teachers, to explore sustained induction experiences in a rural environment, to develop culturally responsive pedagogy, and finally, to learn how these teachers impact student success. Through T4, SFAs effort adds to the knowledge base on recruiting, equipping, and retaining STEM teachers by investigating the following: the effectiveness of the summer camp/ shadowing experiences in recruiting; the effectiveness of interaction with STEM professionals and master teachers; the effect of the cohort design; and the effect of peer recruitment between cohort years. By addressing these topics, T4 contributes to the knowledge base for best practices in recruitment, induction, and retention of STEM majors and teachers.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 49.96K | Year: 2016
In the 2010 National Research Councils report, Preparing Teachers: Building Evidence for Sound Policy, areas related to STEM teacher preparation that lacked a sufficient research base were highlighted. This Noyce Track 4A research project will engage eight universities in Texas in a collaborative research study of the characteristics of Noyce pre-service teacher programs related to effective recruitment, preparation, and retention. The University of Houston, Stephen F. Austin State University, the University of Houston-Clear Lake, the University of Houston-Downtown, the University of Texas at Austin, the University of Texas at Arlington, Texas State University, and Texas A&M University-Kingsville will collaborate to promote rigorous evaluation of components of their respective Noyce STEM pre-service education programs. The institutions in the partnership represent a broad array of programs encompassing differences in characteristics such as setting (rural vs. urban), disciplinary focus (e.g., mathematics, general STEM education), and students recruited into the program (undergraduates, post-baccalaureate students, career changers). In addition, they vary in implementation methodology and program components. Through this research partnership, these programs will collect and share data, collaborating with the University of Houstons Institute for Educational Policy Research and Evaluation (IEPRE) and the Center for Research, Evaluation, and Advancement of Teacher Education (CREATE), a multi-system consortium comprised of fifty-six teacher education institutions across Texas, to enable a large study that will allow for investigation of components leading to increasing the number of effective STEM teachers in high-need classrooms. In particular, data sharing between the programs and CREATE, which provides access to administrative data regarding teacher movement and data connecting classroom teachers to student achievement, will facilitate connection of program characteristics to teacher effectiveness, movement, and retention.
This eight institution collaborative partnership will seek to answer the following four broad research questions: 1) Among participants in implemented Noyce programs, what are the characteristics of the associated university-based programs? 2) For teacher candidates who enter and remain in the teaching profession, how do Noyce and non-Noyce participants compare with respect to a variety of individual and receiving campus characteristics? 3) Relative to their non-participating peers, to what extent and in what ways does teacher participation in Noyce-based preparation have subsequent influence on K-12 student academic performance? and 4) How are state policies influencing recruiting and retaining teachers? These questions will be addressed through both qualitative and quantitative methods, including descriptive analysis of interviews, geographic information system (GIS) mapping, event history analysis, and propensity score analysis to create matched samples of Noyce and non-Noyce prepared teachers that are similar on baseline characteristics to enable comparison of measures of teacher effectiveness. The final question will be addressed through policy analysis. This unique research partnership that joins several Noyce programs in a single state will provide a model for evaluating provider practices from retention through induction to identify program components promoting effective recruitment, training, and retention of STEM teachers in high needs schools. The results of this multi-institutional study will have the potential to inform teacher education programs across the country, particularly related to recruiting, preparing, and retaining teachers of STEM disciplines who teach students in high need settings, as well as policies that enhance or inhibit this.