Tamucc Spring 2023 Calendar

Tamucc Spring 2023 Calendar – The 2022 Spring Student Research Symposium will be held on April 8, 2022. Navigate this page for event information and summaries of poster presentations and oral presentation sessions.

The aim of the symposium is to enable students (undergraduate, graduate, postgraduate) of participating universities (Science and Engineering, Education and Human Development, Nursing and Health Sciences) to present their research and receive feedback in preparation for participation in the symposium. national. and international conferences.

Tamucc Spring 2023 Calendar

The Spring 2022 Student Research Symposium is sponsored by the Department of Research and Innovation in partnership with the College of Science and Engineering, College of Education and Human Development, College of Nursing and Health Sciences, and Mary and Jeff Bell Library. Additional SSRS contributors include the Marine Science Graduate Student Organization, Chemistry Club, Association for the Advancement of Chicanos/Hispanics and Native Americans in the scientific chapter @ TAMU-CC, and the Louis Stokes Alliance for Minority Participation Programs.

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Alexa Hight (MJB Libraries), Daniel Newmire (CoEHD), Pamela Greene (CoNHS), Michelle Evans (Academic Affairs, Honors Program), Mark Olson (CoSE), Jose Baca (CoSE), Kyra Kurapati (CoSE), Sasha Sentz ( CoSE, LSAMP), Lexie Neffinger (CoSE, MSGSO), Alyssa Outhwaite (CoSE, MSGSO), Jen Gilmore (CoSE, MSGSO), Jordan Rodriguez (CoSE, SACNAS), Roy Roberts (CoSE, SACNAS), Kimberly Lopez (CoSE, SAKANAS)

The poster session lasted from 14:30 to 16:30. Rotate the music box below to view summary summaries by college/department.

23 EXAMINATION OF DIFFERENT RANGE OF MOTION (ROM) DURING EXERCISES ON A BENCH WITH A BRACELET, GLYCOLITE METABOLISM, MUSCLE OXYGENATION AND BIO-MECHANICAL MEASUREMENTS OF STRENGTH AND POWER.

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Department of Kinesiology, College of Education and Human Development, Laboratory of Physiology and Biochemistry (EPBL), Texas A&M University-Corpus Christi

Introduction: Full range of motion (fROM) resistance training (RT) is the traditional method recommended by professionals as an approach to optimal muscle strength and adaptation. However, more recent research has shown that partial range of motion (pROM) has similar benefits. Aim: The aim of the study was to investigate the effect of range of motion (z vs. prom) during flat (FB) and incline (IB) barbell exercises on acute markers of oxygen saturation (SmO).

) pectoralis major (PM), blood lactate (BLa) and simple biomechanical markers of vertical distance (cm), peak force (N), peak absolute power (W), peak velocity (m/s) and relative power (W/kg ). Methods: Two males and females (age: 22.2 ± 0.9 years; height: 170.0 ± 3.4 cm; weight: 71.3 ± 7.1 kg; body fat: 17.60 ± 4 .2%) were randomly assigned to perform two rounds of ROM during the IB bench press (45° incline) and the FB bench press using the Smith Machine (SM). The BC barbell is set to any arm length. 7 days before each ROM fight, a strength test (1RM) was completed to determine the 75-80% intensity applied to the next ROM fight. BLa before the fight (Pre) and immediately after the fight (IP) were measured as indirect markers to determine the contribution of glycolysis. The Moxy muscle oxygen monitor was placed on the patient's right PM 25% distal to the upper limb to assess SmO

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Biomechanical measurements were collected using commercially available GymAware PowerTool (GLT) linear position transducers, which directly measured the vertical displacement of the rope attached to the BC barbell and recorded it using an iPad and stored it. One-way ANOVA was used to assess differences in baseline values. Results: Currently, no differences in BLa change (∆) and volumetric load (series·reps·kg) were found (n=4); There were no differences in any biomechanical measurements, including vertical distance between conditions; smO

Soaked in prom-IB conditions. Discussion/Conclusion: There are currently no differences between the conditions. However, this can be explained by the loss of the subject's GymAware data due to recent app updates. There were no differences between conditions at vertical distance. However, this can be explained by the different lengths of the hands of the participants. Finally, the small sample size at this time limits any meaningful conclusions.

The scale of the international student movement has grown since the 1950s, with the United States becoming a prime destination due to its excellent education system and good graduate funding (Alberts and Hazen, 2005). International students are not only a valuable financial resource for the host country, but also enrich the host country through its cultural background and diversity. International students also provide skilled intellectual power to a workforce with a wide range of knowledge in various fields. According to Adhikari (2017), the number of international students in the United States helps meet the demand, but may encourage more domestic students to study STEM majors. It is also likely that there will be a shift in why students choose STEM fields, due to the pressure on students to engage in STEM fields before starting their academic careers. This growth has led researchers and institutions to focus more on STEM students, leaving non-STEM students and their needs, experiences and challenges behind. The purpose of this study is to understand the motivational factors and campus experiences of international students enrolled in non-STEM degree programs. Based on data collected from six participants in semi-structured interviews, the study analyzes: (1) The motivation of international students to enroll in non-STEM programs; (2) Understanding the OPT policy for STEM and non-STEM degree programs; (3) Academic challenges and experiences of non-STEM international students. The main findings of this study are limited support from recruitment agencies in the university application process, ignorance of the STEM/non-STEM distinction and OPT policies, limited funding opportunities. The implications for this research will help institutional leaders better understand the campus experiences of international non-STEM students and provide opportunities to improve student enrollment, campus programs, and academic support initiatives.

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36 THE IMPACT OF THE COVID-19 PANDEMIC ON THE PSYCHOLOGICAL WELL-BEING OF THE SPOUSES OF CHINESE INTERNATIONAL STUDENTS IN THE USA.

Department of Counseling and Educational Psychology, College of Education and Human Development, Texas A&M University – Corpus Christi

Using the sequential explanatory version of the sequential explanatory design (Creswell and Clark, 2018), I intend to answer the following research question in this study: how the COVID-19 pandemic is affecting the psychological well-being of international students from China. ' a spouse (referred to as "spouse") residing in the US? I recruited a sample of 24 participants (n = 18, 75% women; n = 6, 25% men) from a national intake of participants. First, all participants were asked to respond to self-report items related to psychological well-being (on an ordinal scale of 1 to 5) and to the 42-item Ryff scale of psychological well-being (Ryff, 1989), which responded to a Likert-like scale with ranging from 1 (strongly disagree) to 6 (strongly agree). Participants' self-reported psychological well-being showed a slightly higher than normal level of well-being during the pandemic (M = 3.21, SD = 0.83). The results of the Pearson Correlation indicate that there is a significant relationship between the participants' mental well-being and positive relationships (r = 0.57, p = 0.004) and self-acceptance (r = 0.58, p = 0.003) during the pandemic. Further analysis showed a statistically significant gender difference in personal development (t(22) = -2.41, p = 0.03, D = 3.86, very large effect) of Cohen and a positive relationship (t(22) = -2, 78, p = 0.01, Cohen's D = 4.85, very large effect). Of these participants, six (n = 5, 83% women; n = 1, 17% men) were recruited to participate in the follow-up qualitative study. Four themes emerged from the qualitative analysis: mental health issues, environmental emotional responses, significant challenges, and we can do it together. This research sheds light on the psychological, relational and social needs of couples that can be used in advocacy to help marriage professionals.

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Department of Curriculum, Teaching and Learning Sciences, College of Education and Human Development, Texas A&M University – Corpus Christi

The extent to which neuroscience can inform pedagogical practice is debated in Mind Brain Education research. Critics argue that neuroscience is irrelevant to pedagogy and that teachers must continue to rely on cognitive psychology to make meaningful pedagogical decisions, while proponents argue that the explicit connection of mind, brain, and education has various benefits. The aim of this study is to highlight the application of mind-brain education to the practice of classroom teachers, showing how teachers can use neuroscience to optimize student learning outcomes. This study was conducted using a systematic literature review, with a focus on research linking neurocognitive science to pedagogy, including the role of emotion in attention, memory and motivation from a neurological basis, and specific neurocognitively supported instructional applications. Using a neurocognitive framework, the results were coded deductively using process and descriptive coding. The codes have been thematically analyzed and re-examined using a number of pedagogical theories. The results of the study indicate the neurocognitive support of special practices in the design of the emotional climate in educational institutions, the design of physical learning environments, the design of educational experiences, pedagogical methods leading to mastery and retention of content, designing opportunities for creativity. and innovation, and the neurocognitive foundations of effective feedback methods. The main findings point to neurocognitive support for classroom best practice; However, these are preliminary results. The current field of Mind Brain Education covers a wide range of research, but it is shallow

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