Fifth Street, TX, United States

Texas Lutheran University

www.tlu.edu
Fifth Street, TX, United States

Texas Lutheran University is an undergraduate, coeducational, private, undergraduate university of the Liberal Arts, science and Professional Studies affiliated with the Evangelical Lutheran Church in America. It is located in Seguin, Texas, about thirty-five miles east of San Antonio, and fifty miles south of Austin. TLU is ranked #3 by the U.S. News & World Report 2014 Best West Regional Universities. Wikipedia.

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News Article | May 4, 2017
Site: www.prweb.com

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.


Toledo S.,St. Edward's University | Dubas J.M.,Texas Lutheran University
Journal of Chemical Education | Year: 2017

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano's Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone. © 2017 The American Chemical Society and Division of Chemical Education, Inc.


Sauncy T.,Texas Lutheran University | Cunningham B.A.,Executive Officer
AIP Conference Proceedings | Year: 2015

In an effort to capture the enthusiasm and rich inspiration found in the shared experience of gathering with women physicists from around the world, the U.S. delegation set out to produce a short film entitled HERstories: Words of Wisdom and Encouragement from Women in Physics. Raw footage for the film was gathered via interviews with a diverse group of individual attendees at the 5th IUPAP International Conference on Women in Physics (ICWIP). Because the total number of conference attendees is relatively small, the idea for making a film came from the desire to share the experience of women physicists with others who were unable to attend the conference. The vision for the video was born out of the need to develop a lasting resource aiming to serve as a message of inspiration, welcome, and inclusiveness. We set out to make a video that would be a visual representation of the wide variety of women who work as physicists: reflecting various parts of the world, a variety of work settings, different stages of life and career. The hope is that the video will make a visual connection with young women and girls who may be considering physics as a career and will inspire women at all career points. The project leaders (Sauncy and Cunningham) coordinated interviews with more than 40 ICWIP attendees. Interview volunteers were asked to speak extemporaneously in response to a series of prompts, with a target interview time of approximately 5-10 minutes. Most of the video participants spoke for well over 10 minutes. Several interviews were recorded with the interviewee speaking in the native language of her country. Well over 400 minutes of audio and video were recorded at the meeting. All interviews were recorded with one take and no rehearsals. Women shared stories of struggle and triumph, courage and challenge. After many hours of editing, the interviews were compiled into a film of slightly more than 13 minutes. Despite the range of experience, age, interests, and global diversity, the interviews highlighted several common themes, ending with an encouraging message of perseverance, resilience, and determination. Though many of the more than 40 interviews were not ultimately used in the final short film, a library of the full stories of interviewees is being planned. In addition, lesson plans and classroom materials are being developed for high school teachers to use during the 2015-16 academic year. The video is available to view and share at http://aapt.org/resources/Herstories.cfm. Other materials based on the HERstories video will also be available at this website as they are developed.


Meitzen J.,University of Minnesota | Grove D.D.,Texas Lutheran University | Mermelstein P.G.,University of Minnesota
Endocrinology | Year: 2012

Early exposure to the steroid sex hormone testosterone and its estrogen metabolite estradiol masculinize neural tissue during a developmental critical period. Many aspects of neuron anatomy and physiology are permanently altered, including later sensitivity to estradiol. Although it is well established that early hormone exposure alters neuronal responsiveness regarding classical estradiol actions (i.e. acting via nuclear estrogen receptors), it has not yet been determined whether it also alters neuronal processing of nonclassical estrogen receptor signaling, including the actions of membrane-associated estrogen receptors. Hence, we tested whether membrane estrogen receptor regulation of cAMP response element binding protein (CREB) phosphorylation observed in female (but not male) hippocampal pyramidal neurons is due to the lack of androgen and/or estrogen exposure in females during this critical period. Female rat neonates on postnatal d 0 and 1 were systemically injected with one of four compounds: vehicle, testosterone, the nonaromatizable androgen dihydrotestosterone, or estradiol. On postnatal d 2, primary hippocampal neuron cultures were generated from these animals. After 8-9 d in culture, we assessed whether estradiol affected CREB phosphorylation. Neurons from female neonates exposed to testosterone lacked estradiol signaling to CREB. In contrast, dihydrotestosterone injections of female neonates did not disrupt estradiol regulation of CREB. Estradiol injections of female neonates, however, eliminated estradiol signaling to CREB. These findings indicate that testosterone aromatization to estradiol leads to a masculinization/defeminization process whereby hippocampal neurons fail to exhibit rapid estradiol signaling to CREB. Broadly, these findings extend the organizational and aromatization hypotheses to rapid, nonclassical hormone action. Copyright © 2012 by The Endocrine Society.


Fish V.L.,Massachusetts Institute of Technology | Muehlbrad T.C.,Massachusetts Institute of Technology | Muehlbrad T.C.,Texas Lutheran University | Pratap P.,Massachusetts Institute of Technology | And 4 more authors.
Astrophysical Journal | Year: 2011

ClassI methanol masers are believed to be produced in the shock-excited environment around star-forming regions. Many authors have argued that the appearance of various subsets of classI masers may be indicative of specific evolutionary stages of star formation or excitation conditions. Until recently, however, no major interferometer was capable of imaging the important 36 GHz transition. We report on Expanded Very Large Array observations of the 36 GHz methanol masers and Submillimeter Array observations of the 229 GHz methanol masers in DR21(OH), DR21N, and DR21W. The distribution of 36 GHz masers in the outflow of DR21(OH) is similar to that of the other classI methanol transitions, with numerous multitransition spatial overlaps. At the site of the main continuum source in DR21(OH), classI masers at 36 and 229 GHz are found in virtual overlap with classII 6.7 GHz masers. To the south of the outflow, the 36 GHz masers are scattered over a large region but usually do not appear coincident with 44 GHz masers. In DR21W, we detect an "S-curve" signature in Stokes V that implies a large value of the magnetic field strength if interpreted as due to Zeeman splitting, suggesting either that classI masers may exist at higher densities than previously believed or that the direct Zeeman interpretation of S-curve Stokes V profiles in classI masers may be incorrect. We find a diverse variety of different maser phenomena in these sources, suggestive of differing physical conditions among them. © 2011. The American Astronomical Society. All rights reserved.

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