UG Research

Honor’s College Conferences
Check out the Twin Star Conference that LU’s very own REAUD Honor’s College is hosting
Undergraduate Research Expo

Office of Undergraduate Research Conference and Grants
Undergraduate Research Expo: TBA
The Office of Undergraduate Research (OUR) at Lamar University (LU) is inviting applications from undergraduate students to explore their field of study by engaging them in creative activities and research work mentored by at least one LU faculty member with the discipline of the research topic during the 2017-18 academic year.
Each student, whose project is deemed meritorious, up to a maximum of thirty-five projects, will be awarded a stipend of $500 and up to $1,000 for research support. All expenses must be documented and approved by the faculty mentor(s). Please see the link below to know more about the application process. The submission deadline is September 29, 2017.

Research, Collaboration


Publishing: Can I really do that?
Yes, you can! Here are a few thoughts to consider.
*You do NOT have to be an expert in the field to write about a topic area. Consider how many of us are truly experts or do we perceive that everyone else is an expert and we are not? If so, you might consider that there are folks writing articles just like you.

Future Publishers: Do you like to write and share your ideas? How well do you communicate and engage others? 
Questions you might ask: Where can I publish my ideas? What topics can I write about? How do I know what to choose?
Check out Dr. Thibodeaux’s Publication Engagements.

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Pre-Publication Tips:
1. It is almost always better to co-publish and share ideas with your colleagues than it is to publish on your own. You can collaborate and reach more folks, but it also adds to the credibility of your submission.

2. Who will be your audience? This will tell you quite a bit about where you might want to publish. Publishing in more than one place is great because this means you can write for the masses and you are writing to impact different types of people with each publication.
3. You can write about an action research study you are conducting,  a dissertation you are writing, a viewpoint you have, a presentation that you developed and trained others on, key ideas you wish to bring together, an innovative way to use technology – the sky is the limit!
4. Follow the submission guidelines and the tips that are offered to you on the website. Check your work step-by-step.
5. Have others proofread your work and constantly re-read and revise as many times as you have to. Read your writing out loud as if you were reading to an audience. This is my best writing tip!!
6. If you’re asking yourself, how do I choose who to write to. Consider your timeline, the project you are working on or toward, what the call for papers or articles is requesting.
7. You may also wish to share your article with your peers and others of interest. For this reason, do NOT publish your ideas on a personal ePortfolio or anywhere else. It might also benefit you to submit to an open source online journal or publication so anyone can access your article, anywhere.
8. Always check the style guidelines for the publication to make sure you do not make extra work on yourself (APA, MLA, Chicago style, etc.) Try to adhere to these guidelines up front so you do not have to go back and fix all of your entries. Try using Zotero or Mendeley to keep track of all of your references online in a database.
APA Manual PDF:
9. Be sure to always check that your in-text citations match your reference list and vice versa. A manuscript or publication that does not cite or reference all those that were paraphrased in the publication could be cited for plagiarism.
Purdue’s Best Kept Secret:


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Predatory Publishers/Journals
Be mindful that publication calls that seem ingenuine, probably are. One example would if the journal wants you to pay them to publish. Another example would be that the journal accepts almost all publications and ideas. Large publishing companies with good names often help determine whether the journal is sound such as EBSCOhost, Elsevier, IGI Global, Springer, Sage, etc.

Type of Publications:
Scientific journal articles and social science articles usually require original research that has been collected and analyzed over time using a quantitative, qualitative, or mixed methods methodology. You must follow the journal’s specific “recipe” and submission guidelines very carefully. This can take months to accomplish. Most often times, these types of publications will be evaluated by peers in a double-blind review process. Usually these types of journals will have a citation or impact factor that measures the number of citations the articles in the journal have received from authors. This can measure the credibility of the journal.
TxDLA Journal of Distance Learning
English Language Teaching
Journal of Technology Studies (JOTS)
An Interdisciplinary Journal
National Council for the Social Studies (NCSS)
Learning and Individual Differences Journal (LIDJ)
Journal of Computing in Mathematics and Science Teaching (JCMST)
ISTE – Journal of Computing Teachers
ISTE – Journal of Digital Learning in Teacher Education (JDLTE)
ISTE – Journal of Research on Technology in Education (JRTE)

International Journal of ePortfolio (IJeP)
Contemporary Issues in Technology and Teacher Education (CITE)
Educause Review
American Educational Research Association (AERA)
Association for Educational Communications and Technology (AECT)
Journal of Transformative Education (JTE)
AECT – Educational Technology Research & Development (ETR&D)
Journal of Special Education Technology (JSET)
Language Learning & Technology (LLT)
Music Teachers National Association (MTNA)
USDLA Journals (Large List)
Journal of Physical Education, Recreation, and Dance
Journal of Exercise Science and Fitness
International Journal of Innovation and Learning
Home School Researcher Journal
International Literacy Association Journals
Journal of Histotechnology

Conference papers usually require a short or full paper to be submitted to the conference itself. If selected, the paper will be presented at the conference and published in the proceedings. Papers selected like this are most often written about original research in an area that one has conducted.
SITE Call for Presentations – usually requires a brief or full paper

Online publications usually have a topic area that is specific to a particular issue (e.g. – Global Learning) and the writing is informal. The publication might quote research but is generally short and specific with a word limitation. Informal publications are important because they can be impactful but they are not usually based on sound research. Many of these types of publications require you to sign up and pay a membership fee.
eLearning Guild: Learning Solutions Magazine
Campus Technology
Rethinking Schools
Teach Magazine
Education Next
ISTE – Empowered Learner (formerly Entersekt)

ISTE – Entrsekt
Learning Forward – The Learning Professional
Education Week Commentary, Opinions, Best Practices
Pearson Education and Teacher Development
TCEA Tech Edge Quarterly Magazine
ASCD – Express Newsletter
ASCD Educational Leadership 
Educause Review
Association for Educational Communications and Technology (AECT)
Teaching Music Magazine
eLearn Magazine
National Science Teacher Association
National Association of Independent Schools
Homeschooling Today

Blogs usually are informal thoughts and opinions and may be represented on carousels for different companies. Blogs are a great way to learn about others in your learning networks. Blogs are also candid posts that have little to no research base included.
ISTE Connects Blog
Edutopia Blog Forum
TCEA Tech Notes
Education World
edtech digest

Other types of publications can be written as well. Check out the APA Manual 6th edition for the different types. Start in Chapter 7 Reference Examples.
ISTE Books
Sense Publishers – book call
Journal of the National Association for the Education of Young Children – book/brochure call
All Things ISTE
ASCD Arias
Association for Educational Communications and Technology (AECT)

UX Magazine: User Design Experience
UX Booth: Training
Association for Talent Development
Training Magazine
American Association of Diabetes Educators
Life Sciences Trainers and Educators Network

Professional Learning, Research, Collaboration, Self-Directed Learning

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Dear Honors Students,
Welcome to Lamar University and the REAUD Honor’s College!
My name is Dr. Thibodeaux and I will be helping you as your embark upon a new learning journey at the University. I will be assisting you as a mentor and a resource as you build an ePortfolio that encompasses your academic experience at LU. If you want to learn more about me, please check out my About Me page.
I am also available via Skype, Google Hangouts, Zoom, or Adobe Connect. My email is – just send me an email and your username and we will connect via video conferencing or telephone at your convenience.
My office # is 409.880.2315. You can stop by anytime.
My partner, Dr. Harapnuik, is also available virtually to visit and meet with you if I am unavailable. His email is in the aforementioned ways. Check out his site here at

Honor’s ePortfolio:

Well, what is it?
There are a couple of amazing opportunities here in the REAUD Honors College that we have designed just for you, the learner. The first one is that you will develop an ePortfolio that will be used to document your learning experience throughout your undergraduate, and graduate years, in college. This ePortfolio is completely YOURS and what you will put into it will be dictated by YOU. This is a completely free service to you from the many website platforms you can choose from.  Examples of platforms are: WordPress, Weebly, Google Sites, Squarespace, etc. Your honor’s professors will also encourage you to add to your ePortfolio and we will provide many in-house and outside examples for you to look at, both internationally and locally.

What do I put in an ePortfolio?
You might be asking yourself, What is an ePortfolio?, read this post and find out the amazing opportunity you have as a learner to build out your ePortfolio.

Excerpt from REAUD Honor’s College Handbook:
Official documentation of activities qualifying for Honors points should be submitted online in the form of an ePortfolio to the REAUD Honors College Office before the last day of the semester in which the points were accrued. Materials on Service, Leadership, and Intellectual/Cultural Activities will be assessed in order to determine the number of points earned.
The personal ePortfolio is an opportunity for the student to express his/her creativity and to reflect on his/her activities in the REAUD Honors College and at Lamar University. Students are encouraged to make connections among their extracurricular activities, coursework, and high impact practices. Finally, the construction of the ePortfolio enables students to increase his/her familiarity with digital technology and the practices of responsible digital citizenship.

While you are building the ePortfolio, I will model a learning approach birthed here at LU that allows you quite a bit of freedom and flexibility in creating the ePortfolio.

Honor’s Points: What are they and how do I log them electronically?
Now that you have been accepted in the prestige Reaud Honor’s College, the program was set up for you have a diversity of experiences. Read the Honor’s College Mission Statement below:

The Reaud Honors College integrates academic excellence, community involvement, and civic leadership.

How We Live Our Mission:
Through regular strategic advisement with our students, we explore, refine, and develop their personal goals and assist them in engaging with realistic opportunities in their academic and professional lives such that they may achieve Reaud Honors College Graduate status and further their educational and professional aspirations beyond Lamar University.
We provide enhanced Honors course offerings in the core curriculum, upper-division degree requirements, and unique interdisciplinary Honors seminars and topics courses.
We support student participation in the high impact educational practices of undergraduate research and creative activity, diversity and global learning, internships and cooperative education, and service learning with personal attention paid to the needs, interests, and aspirations of each individual student.
We encourage and facilitate involvement in the Honors student, University, and local communities through Honors residential life, the Honor Points system and the Honors Student Association.

For this reason, the Honor’s College requires so many points to graduate with Honor’s status. You will document your Honor’s points that you have earned directly in your ePortfolio. This will be used by the department to record your experiences so that you will have a well-rounded, deep, and meaningful learning experience at Lamar. You can link pictures, links to posts, links to external webpages, and any other information you would like to include.

These activities include: Service, Leadership, Cultural/Intellectual, and Honors Activities points.


Once created, use this FORM to submit your name and the link to your ePortfolio.

Submit the link to your ePortfolio by using this form. You only need to submit ONCE. As you make changes to your ePorfolio, the link you share will reflect those changes.

Student-Centered Learning, Professional Learning, Research, ePortfolios, Collaboration

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Build a School in the Cloud


Watch Sugata Mitra as he addresses these important questions: What is the future of learning? Where does learning come from?   “Could it be…..that we don’t need to go to school at all?, the point of time you need to know something you can find out in 2 minutes?, could it be where knowing is obsolete?”

Professional Learning, Thib Talks, Disruptive Innovation, CSLE, Constructivism, Collaboration


Why Tech Literacy Can’t Wait!

Is data in the cloud protected? It sits on a physical server somewhere. Every password is breakable!

  • The best way to combat ignorance is through curiosity!
  • If we don’t understand where we are, we limit where we can go.
  • Technical literacy allows us to keep up, and it can’t wait.

Use this interactive padlet to post one sentence about what technology literacy in the digital learning age means to you. Consider outside resources, look at the literature, investigate research reports to make your assumption.
Read edutopia’s School Leaders: Guiding Teachers into the Digital Age

Mobile Learning, Thib Talks, Behavior, Collaboration

Do Bullets Kill PD?

Do Bullets Kill Professional Learning?

What is it about the “sit and get” professional development model that we just don’t dare to deviate from? Could it be that we are comfortable doing the same thing over and over again assuming that our instructional delivery is working? So says Einstein’s definition of insanity: “Doing the same thing over and over again expecting different results.” Instead of making an effort to drill and kill, why not make professional learning engaging? If you want to change, be the change you wish to see. Modeling is key to implementing change.
Check out this link from Global Partnership in Education: Five Models of Teacher-Centered Professional Development
Check out this link from the Center for Public Education: Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability

Student-Centered Learning, Professional Learning, Research, Pedagogy, Collaboration, Feedback/Feedforward

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ETL Research

Research-Based Articles & Studies
*Those denoted with a * symbol are those Dr. Thibodeaux recommends.
Links to Dr. Thibodeaux approved research can be found here. Take a gander at using these resources for your future projects, research, and initiatives. You may find some valuable information and lessons to be learned from the content shared below.
Most of the research contained here is within 5 years of the current year so as to keep current with the trends.
Journals are referenced in alphabetical order as per the guidelines for the APA Manual 6th edition.

Technology Implementation & Integration

Sauers, N. J., & McLeod, S. (2012). What does the research say about school one-to-one computing initiatives? Retrieved from

Stanhope, D. S., & Corn, J. O. (2014). Acquiring teacher commitment to 1:1 initiatives: The role of technology facilitator. Journal of Research on Technology in Education, 46, 252-276. doi:10.1080/15391523.2014.888271

Topper, A., & Lancaster, S. (2013). Common challenges and experiences of school districts that are implementing one-to-one computing initiatives. Computers in the Schools, 30, 346-358. doi:10.1080/07380569.2013.844640

*Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, belief, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.

Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43, 343-367.

Usluel, Y. K., & Uslu, N. A. (2013). Teachers’ perceptions regarding usefulness of technology as an innovation. Elementary Education Online, 12(1), 52-65.

Hall, G., & Hord, S. (2011).
Implementation: Learning builds the bridge between research and practice. Journal of Staff Development, 32(3), 52-57.

Hechter, R., & Vermette, L. A. (2014). Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms. Journal of Computers in Mathematics and Science Teaching, 33, 27-47.

Professional Learning

*Gulamhussein, A. (2013). Teach the teachers: Effective professional development in an era of high-stakes accountability. Center for Public Education. Retrieved from

School Leader Internships

*Anast-May, L., Buckner, B. & Geer, G. (2011). Redesigning principal internships: Practicing principals’ perspectives. International Journal of Educational Leadership Preparation, 6(1), 1-7. Retrieved from

Cunningham, W. (2007). A handbook for educational leadership interns: A rite of passage. Boston, MA: Allyn and Bacon. 

*Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved from

Figueiredo-Brown, R., Ringler, M. C., & James, M. (2015). Strengthening a principal preparation internship by focusing on diversity issues. International Journal of Educational Leadership Preparation, 10(2), 36-52.  Retrieved from

Goldsmith, L. & Martin, G. E. (2009). Developing and implementing an effective online educational leadership internship. International Journal of Educational Leadership, 4(1), 1-12. Retrieved from

Gordon, S. P., Oliver, J., & Solis, R. (2016). Successful innovations in educational leadership preparation. International Journal of Educational Leadership Preparation, 11(2), 51-70. Retrieved from

*Gray, J. A. & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. Retrieved from

Havard, T. S., Morgan, J., & Patrick, L. (2010). Providing authentic leadership opportunities through collaboratively developed internships: A university-school district partnership initiative. Journal of Research on Leadership Education, 5(12.6), 460-480. Retrieved from

Lehman, L. (2013). Principal internships in Indiana: A promising or perilous experience? International Journal of Educational Leadership Preparation, 8(1), 121-139. Retrieved from

Mombourquette, C. & Bedard, G. J. (2012). The internship and school leader preparation: An inquiry and reflection. International Studies in Educational Administration, 40(2), 3-17.

O’Neill, K., Fry, B., Hill, D., & Bottoms, G (2007). Schools need good leaders now: State progress in creating a learner-centered school leadership system. Atlanta, GA: Southern Regional Education Board.

Pijanowski, J. C. & Peer, D. K. (2016). Launching a principal preparation program for high needs rural school. International Journal of Educational Leadership Preparation,11(2), 104-115. Retrieved from


Student-Centered Learning, Mobile Learning, Professional Learning, Research, Pedagogy, Disruptive Innovation, Collaboration

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 ePortfolio as the 11th High Impact Practice (HIP)

ePortfolio Learning

ePortfolio learning is simply the “meaningful, digital evidence of your learning journey.” It should incorporate elements of reflection, aspects of innovation, a blog, and should ultimately encompass the pathway of your individual learning experience. You can post your innovative ideas, research, pictures, projects, and any thing that is important and relevant to you on your ePortfolio via page or post. Remember that YOU own your ePortfolio and YOU own the learning by controlling all aspects of your ePortfolio. You can set your ePortfolio up as you wish, choosing your any platform available that allows you to incorporate as many elements as you desire. Remember, to consider the functionality vs. the limitations to see which ePortfolio platform best suits your learning needs and will best represent your learning experience. You will be able to take your ePortfolio with you as you venture into other learning experiences, career positions, academic paths, or new business dealings. The choice, ownership, and voice through authentic ePortfolio learning is your digital environment in which you can establish your digital presence and communicate your passion to the world.
For further ideas on Who owns the learning? check out this great book by Alan November available for purchase on Amazon. The next time you wonder whether you should or should not add something to your ePortfolio, remember that YOU can easily own your learning experience and pathway if you take ownership and learner agency from the very beginning and allow a bit of flexibility and room to grow and change.


Student-Centered Learning, Professional Learning, ePortfolios, Constructivism, Collaboration, Self-Directed Learning

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