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Introduction
Texas ScholarWorks was established to provide open, online access to the products of the University's research and scholarship, to preserve these works for future generations, to promote new models of scholarly communication, and to help deepen community understanding of the value of higher education.
UT Tower and campus image credit: Earl McGehee, CC-BY, https://www.flickr.com/photos/ejmc/7452145850
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Recent Submissions
Doctoral thesis recital (violin (lecture))
(2024-04-12) Seo, Yebeen; Unable to determine
Darius Milhaud's Violin sonata no. 2 [lecture and performance]
Doctoral thesis recital (collaborative piano)
(2024-04-21) Chang, Hsin-Tzu; Unable to determine
Flute sonata / Vine -- Hillandale waltzes / Babin -- Aire de Lia / Debussy -- I'm breaking down / Finn -- Elfentanz / Price -- Invocation / Beach -- Poema / Turina.
A systematic review of the motivational effects of course grade policies
(2023-08) Sievers, Julie; Muenks, Katherine
Several major achievement motivation theories predict that course grade policies should affect various motivational processes in students, especially when learning in challenging or difficult contexts. However, motivation scholars have rarely studied the effects of course grade policies on these constructs. Meanwhile, grading policies are a contentious area of instruction, generating conflicting advice for instructors. To gauge the evidence base for understanding how course grade policies shape motivation, a systematic review was undertaken. Searches were conducted in five electronic databases, seeking original empirical, quantitative studies examining how course grade policies shape student motivation in U.S. secondary and postsecondary educational settings. Of 1,750 potentially relevant papers, 31 met the selection criteria. The studies provide several basic results for instructors, such as the importance of grade contingencies for motivating effort, the value of grade revision opportunities for students’ expectancies for success and sense of control, the possibility of saving time and reducing performance anxiety with simpler, pass-fail grading levels, the importance of communicative framing for shaping student perceptions of grade policies, and the ways that learning-outcome-based grading might hinder or support motivation. Overall, however, more research in this area needs to be conducted using established motivational research frameworks and constructs.
Phoneme segmentation using self-supervised speech models
(2023-08) Strgar, Luke Vincent; Harwath, David
We apply transfer learning to the task of phoneme segmentation and demonstrate the utility of representations learned in self-supervised pre-training for the task. Our model extends transformer-style encoders with strategically placed convolutions that manipulate features learned in pre-training. Using the TIMIT and Buckeye corpora we train and test the model in the supervised and unsupervised settings. The latter case is accomplished by furnishing a noisy label-set with the predictions of a separate model, it having been trained in an unsupervised fashion. Results indicate our model eclipses previous state-of-the-art performance in both settings and on both datasets. Finally, following observations during published code review and attempts to reproduce past segmentation results, we find a need to disambiguate the definition and implementation of widely-used evaluation metrics. We resolve this ambiguity by delineating two distinct evaluation schemes and describing their nuances. We provide a publicly available implementation of our work on Github.
Heats of adsorption of ammonia and the three methylamines on silica gel
(1934) Ashby, Carl Toliver; Felsing, William A. (William August), 1891-1952