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Search results for: Taylor

  • Jerry Taylor Sports Jerry Taylor Sports. Jerry Taylor Sports. Corporate. September 2018 - November 2018, Brand Identity System.
  • Dr. Jonathan Vontsteen Student Development Specialist II - IDEA Center
    Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.
  • Mark W Welker Associate Professor of Practice - Ingram School of Engineering
    Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.
  • Meg Taylor Doctoral Research Assistant - Curriculum And Instruction
    Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.
  • Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.
  • Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Morey, T., & Taylor, N. (2019). Understanding How Undergraduate Students Experience and Manage Stress: Implications for Teaching and Learning Anthropology. Teaching & Learning Anthropology, 2(2), 41–61.
  • Zohreh Fathi Doctoral Teaching Assistant - Curriculum And Instruction
    Acee, T. W., Hodges, R. B., Vontsteen, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the First-Year Experience & Students in Transition.
  • Dr. Jonathan Vontsteen Student Development Specialist II - IDEA Center
    Acee, T. W., Hodges, R. B., Vontsteen, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the First-Year Experience & Students in Transition.
  • Mark W Welker Associate Professor of Practice - Ingram School of Engineering
    Acee, T. W., Hodges, R. B., Vontsteen, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the First-Year Experience & Students in Transition.
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  • Research: Katie's scholarship focuses on icons and the iconic, especially popular phenomena at the intersections of literature, music, and film.

    Her recently published book, Blackbird: How Black Musicians Sang the Beatles into Being-- and Sang Back to Them Ever After is supported by the National Endowment for the Humanities. Blackbird is co-authored with Jon Marc Smith.

    Katie's first monograph is about melodrama in girl culture and uses Twilight and Jane Eyre as touchstones.

    In addition to many chapters and articles, Katie has also published two edited collections about the Beatles, and her current projects focus on Disney, pop music (Taylor Swift and Beyoncé), and mermaids.
  • Research: First Year Experience
    First Year Research
    Student Success
    Needs Assessments
    Transfer Students
    Teaching: Information Literacy
    First Year Research
  • Research: Rooted in educational psychology, postsecondary student success, and developmental education, my collaborative program of research is focused on cognitive, metacognitive, motivational, affective, and behavioral factors that underlie effective and efficient learning in postsecondary education as well as college transition and preparatory programs. I am interested in how these factors contribute to and detract from students’ academic achievement, persistence, retention to degree or certificate completion, and attainment of their academic and career goals. In my research, I target variables that are causative in nature, account for a meaningful amount of the variation in student success, and are amendable to change through educational intervention. The overarching goal of this research is to help students become more strategic and self-regulated life-long learners. Both theoretical and practical, my program of research centers on four major areas that are highly interrelated and build upon one another reciprocally: (a) basic and applied research on student motivation and self-regulation; (b) student-centered models of strategic and self-regulated learning; (c) development and evaluation of research-based learning support interventions; and (d) educational product development, consulting, and professional development related to a, b, and c above.

    A major focus of my research is on value-reappraisal interventions designed to help students explore the personal relevance of developing knowledge and skills in their courses. One goal of this research is to investigate fundamental self-regulatory processes students use to modify their attitudes about academic tasks, courses, and disciplines. Another goal of this research is to develop research-based interventions that can help to motivate students and guide them in developing a greater appreciation for learning. I am also interested in the flipside of this coin: academic boredom and disinterest. My research in this area has primarily focused on how to measure academic boredom and how various task characteristics (over-challenging versus under-challenging) can influence students’ experience of boredom.

    A broader theoretical concentration of mine is on student-centered models of strategic learning. My work in this area is a continuation of my mentor’s research program, Dr. Claire Ellen Weinstein. Her Model of Strategic Learning (MSL) organizes many of the key factors researchers have identified as being critical for effective and efficient learning. Furthermore, the MSL emphasizes those factors that are under students’ direct control and amenable to change through educational intervention. The MSL serves as a foundation from which to build and refine strategic learning assessments (e.g., the Learning and Study Strategies Inventory, LASSI) and interventions (e.g., learning-to-learn courses and online strategic learning intervention). My work in this area focuses on disseminating theory, research, and practical applications related to the Model of Strategic Learning and the assessments and interventions derived from this model.
  • Research: Geography education, particularly 1) curriculum studies and theory, 2) teacher education and professional development, 3) large-scale educational assessment studies, 4) diversity and inclusion, and 5) professional development for geography students and early career faculty.
    Teaching: At the undergraduate level I primarily teach geography courses for pre-service teachers. My graduate level courses include seminars in geographic analysis and courses taught as part of the online MAG and PhD Geographic Education degree programs.
  • Research: Professor Smith's research focuses on language and literacy learning and education in multilingual schools and communities. Drawing on linguistics, history, anthropology, sociology, and language planning, his work has contributed to scholarly knowledge and practical applications in the areas of (1) dual language or two-way immersion education; (2) school and community literacies in Central Mexico; (3) Mesoamerican indigenous literacies and contemporary literacies in Mexico; (4) transnational and immigrant literacies in the U.S.; and (5) the language and literacy practices of Texas border colonia communities.
    Teaching: Professor Smith teaches courses in educational linguistics, second language literacy, bilingual education foundations, and Bilingual/ESL methods. His doctoral courses address topics in Biliteracy/Multilingual Literacies; Biliteracy and Human Capital; and Introduction to Language.
  • Dr. Jordan Christopher Stern Assoc Professor of Instruction - School of Music
    Research: Pedal Steel Guitar, Country Western Music Pedagogy, Self-Directed Music Learning, The Effects of Socioeconomic Status on Competitive Marching Band, Musical Creativity, Sight-Reading
  • Research: Design for Live Entertainment
    Lighting Design
    Collaborative Art
    Teaching: Design for Live Entertainment
    Lighting Design
    Collaborative Art
  • William R Henry III Professor of Instruction - School of Music
    Research: Mental health and job stress for the working musician.
    Teaching: Composition for multi-media projects which include live theater and video games.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Graduate Trust Grant, Department of Anthropology, University of Arizona, Institutional (Higher Ed), $1000. (Funded: 2005). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Department of Women’s Studies Travel Grant, Texas A&M University, $500. (Funded: 2000). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Edward H. Spicer Research Grant, Department of Anthropology, University of Arizona, Institutional (Higher Ed), $1000. (Funded: 2003). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Women’s Studies Advisory Council Travel Grant, University of Arizona, Institutional (Higher Ed), $500. (Funded: 2002). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Edward H. Spicer Research Grant, Department of Anthropology, University of Arizona, Institutional (Higher Ed), $1000. (Funded: 2002). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Women’s Studies Advisory Council Travel Grant, University of Arizona, Institutional (Higher Ed), $500. (Funded: 2000). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Center for Humanities Research Travel Grant, Texas A&M University, Institutional (Higher Ed), $1000. (Funded: 2000). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Support for Research Team Seminars, National Science Foundation, Senior Research Program, School for Advanced Research, Federal, $136424. (Funded: 2016). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Graduate Pre-Doctoral Research Grant, Social and Behavioral Sciences Research Institute, University of Arizona, Institutional (Higher Ed), $1000. (Funded: 2002). Grant.
  • Dr. Nicole Taylor Associate Professor - Anthropology
    Taylor, Nicole (Principal). Mellon Doctoral and Postdoctoral Research Fellowships for Underrepresented Minority Scholars, Andrew W. Mellon Foundation, School for Advanced Research, Private / Foundation / Corporate, $350000. (Funded: 2015). Grant.
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