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 | 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.
News Article | October 29, 2016
The 2016 ranking of the Best Online Colleges in Texas has been released by leading higher education and online student resource provider, AffordableCollegesOnline.org. Four-year colleges earning the highest marks include the University of Texas of the Permian Basin, the University of Texas, Victoria, and Southwestern Adventist University. Frank Phillips College, Western Texas College and Odessa College received top honors for two-year colleges. Between the two lists, more than 70 colleges in Texas were recognized for their variety of online education options and their strong focus on affordability. "The number of Texans earning college degrees has increased dramatically over the past five years,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "We’ve found the schools in Texas who are designing learning options to be more flexible and accessible than ever before, for both in-state students and learners located across the nation.” To earn a place on AffordableCollegesOnline.org’s list, schools are required to meet certain baseline criteria. Colleges must be accredited, public or private not-for-profit institutions. Schools had to also meet baseline affordability standards, offering in-state tuition for under $5,000 per year at two year schools and under $25,000 per year at four year schools. Each college’s ranking is determined by an in-depth analysis of more than a dozen different metrics, ranging from financial aid options to graduation rate to online program variety. The full list of colleges is included below. To see where each ranks specifically and to get more specific details about the methodology used to compare each college, visit the following page: The Best Two-Year Online Colleges in Texas for 2016: Alvin Community College Amarillo College Central Texas College College of the Mainland Collin College Del Mar College El Paso Community College Frank Phillips College Grayson College Houston Community College Kilgore College Lamar Institute of Technology Lone Star College Navarro College North Central Texas College Odessa College Panola College South Plains College Tarrant County College District Temple College Texas State Technical College - Waco Trinity Valley Community College Tyler Junior College Western Texas College The Best Four-Year Online Colleges in Texas for 2016: Amberton University Angelo State University Arlington Baptist College Dallas Baptist University Dallas Christian College Grace School of Theology King's University Lamar University Lubbock Christian University Messenger College Midwestern State University Our Lady of the Lake University Parker University Prairie View A & M University Sam Houston State University South Texas College Southwestern Adventist University Southwestern Assemblies of God University Southwestern Christian College Stephen F. Austin State University Sul Ross State University Tarleton State University Texas A & M University - Central Texas Texas A & M University - College Station Texas A & M University - Commerce Texas A & M University - Corpus Christi Texas A & M University - Kingsville Texas A & M University - Texarkana Texas Tech University Texas Tech University Health Sciences Center Texas Woman's University The University of Texas at Arlington The University of Texas at Brownsville 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 MD Anderson Cancer Center The University of Texas Medical Branch The University of Texas of the Permian Basin University of Houston - Clear Lake University of Houston - Downtown University of Houston - Victoria University of North Texas University of North Texas at Dallas Wayland Baptist University West Texas A & M University AffordableCollegesOnline.org began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.
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.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.05M | Year: 2016
With funding from the National Science Foundations Robert Noyce Teacher Scholarship Program, the project, Talented Teachers in Training for Texas (T4) Phase II, will continue to address the extreme need for highly-qualified science, technology, engineering, and mathematics (STEM) teachers by recruiting, educating, and equipping talented undergraduate STEM majors. In T4 Phase II, scholarships will be awarded to 20 undergraduate STEM majors who are seeking to earn their teaching certifications and who commit to teaching in high-needs school districts for at least four years. Building on the successful elements of Phase I, these new cohorts of scholars will participate in intensive academic mentoring during their scholarship years, three years of classroom induction and mentoring, and opportunities to attend STEM teaching conferences in an effort to build a collaborative network of science and mathematics teachers. Two new courses at SFA will be designed specifically to provide authentic explorations into teaching, including field experiences, supervised by Master Teachers. Additionally, the T4 Phase II leadership team will work in partnership with representatives from 11 community colleges in Texas to raise awareness of STEM teaching as a career option before students transfer to a university. Phase I initiated a Master Teacher Job Shadow for freshmen/sophomore STEM majors, providing an opportunity for undergraduate STEM majors to spend an entire week with a Master Teacher for a realistic look into the profession. Phase II will provide an opportunity to reach into its community college partners STEM major populations to identify additional shadowers.
Through T4 Phase II, project researchers will conduct longitudinal investigations into (1) How early teaching engagement and short-term mentoring activities affect STEM majors persistence and career choice; (2) What factors affect Scholars persistence to degree and persistence to undergraduate STEM teaching certification; and (3) How inclusion into the T4 mentoring community impacts the Scholars in the areas of teaching efficacy, their students learning, and their growth as teacher leaders. Phase II will sustain paired longitudinal comparison groups developed in Phase I and generate new comparison groups for the new Scholars. T4 Phase II will expand opportunities to study the effect of the cohort model on preservice teachers as well as the impact of including Master Teacher mentors in their preparation. Better understanding the linkage between supportive academic community and the retention of classroom teachers is vital to improving teacher retention rates nationwide.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 623.76K | Year: 2015
This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project at Stephen F. Austin State University (SFASU) will provide academic, social, career preparation, and scholarship support to approximately twenty (20) financially deserving mathematics and biology majors with high academic potential. The goals of the Science and Mathematics Attraction, Retention, and Training for Texas (SMART Texas) program are to: (1) increase the number of students entering and completing a mathematics or biology major; (2) prepare mathematics and biology majors for the workforce or graduate study; and (3) investigate and identify key elements of a replicable model for STEM student success with a special focus on first generation low-income and other underrepresented groups of undergraduate students.
This SMART Texas project will incorporate a combination of innovative and established best practice strategies to increase recruitment and retention, as well as improve student success and graduation rates. The scholarship students will engage in a STEM living learning community where they will be involved with STEM peers and STEM faculty in both academic and non-academic settings. S-STEM students will have access to cohort mentoring, dedicated academic mentoring by faculty in their discipline, internships and undergraduate research opportunities (including laboratory research), and a variety of networking opportunities including support to attend and participate in discipline conferences. The planned combination of strategies will be implemented and investigated to determine obstacles students face and best practices to help overcome these obstacles to increase participation, retention, graduation, and overall student success, especially for underrepresented groups. A paired longitudinal study will be conducted to examine the effects of these interventions over time when compared to nonparticipating STEM majors. Results will be disseminated throughout the STEM community.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 54.31K | Year: 2016
The UTMOST 2.0 project will design, develop and study innovative approaches to the teaching and learning of undergraduate mathematics using open software and electronic textbooks. This project will study students use of electronic textbooks when these are made freely available in a variety of formats and on a variety of devices. These textbooks will support interactive computation through a seamless integration of Sage, the leading open-source computing system for mathematics. The main vehicles for this integration will be SageMathCloud, a rich online environment for computation and collaboration between students and their course instructor, and Sage cells, self-contained interactive calculation modules that can be embedded in any web page while requiring no software installation or prior knowledge of Sage, because the commands are pre-loaded. Additionally, UTMOST 2.0 will support the further adoption of MathBook XML, an authoring platform that enables the creation of highly functional, open-source textbooks--in particular, textbooks which can exist both in print and in an online format that contains Sage cells. The project includes technical improvements to Sage cells which will make it easier for instructors to create their own Sage cells for their particular course needs. A catalog of Sage cells will be curated, which will further lower the barrier to widespread adoption.
Online dynamic textbooks provide a unique opportunity to directly measure all aspects of how they are used. UTMOST 2.0 is designed to leverage technology to enhance the quality and breadth of the mathematical education research into how students and teachers use electronic textbooks and modern online tools for communication about technical subjects in real classrooms. UTMOST 2.0 will work with instructors at multiple institutions, all of whom will use MathBook XML textbooks, some in the online version and some in the printed version. The online version will be hosted in the cloud, on a server that will be configured to record all user activity at an extremely fine-grained level. The automatic online data collection will be combined with classroom data collection methods, providing a means to validate the information collected that can later be correlated with student gains in course content knowledge. UTMOST 2.0 will also assist authors of undergraduate mathematics textbooks that have already converted to the Mathbook XML format in the next steps of incorporating interactive features such as Sage cells and WeBWorK exercises. This will greatly increase the number of books with those advanced features and simultaneously expand the areas in which the UTMOST project can perform its research investigations.
Stephen F. Austin State University | Date: 2014-02-17
In some embodiments, the compositions and methods relate to compounds isolated from plants in the Salviniaceae family, pharmaceutical compositions comprising the same, and methods of using the same.
Stephen F. Austin State University | Date: 2014-05-05
Methods and compositions for controlling the growth of an invasive species by application of a composition comprised of a natural pesticide derived from a species to the invasive species, especially endocides. Disclosed herein are methods and compositions for controlling the growth of a first invasive species by application of a composition comprising a natural pesticide derived from a second invasive species to the first invasive species. In some embodiments, the invasive species is an invasive species with glands as the primary accumulation sites of autotoxic chemicals. The first and second invasive species may be the same or they may be different. In some embodiments, the natural pesticide may be an endocide. An endocide (endogenous biocide) is a biocide derived from an endogenous bioactive agent (e.g., a secondary metabolite) that does not cause apparent poison in normal growth of the producing species but will poison or inhibit and even eliminate the parent species when induced in producing species.