Community Structure and Seasonal Dynamics of Dactylogyrus spp. (Monogenea) on the Fathead Minnow (Pimephales promelas) from the Salt Valley Watershed, Lancaster County, Nebraska

The gill monogene communities of Pimephales promelas (fathead minnow) in three distinct sites on converging streams were investigated from 2004 to 2006 in three different seasons. Thirty collections of P. promelas were made in southeastern Nebraska along three converging tributaries: Elk Creek (40.88534°N, 96.83366°W), West Oak Creek (40.9082°N, 96.81432°W), and Oak Creek (40.91402°N, 96.770583°W), Lancaster County, Nebraska. In all, 103 P. promelas were collected from Elk Creek, 115 from West Oak Creek, and 78 from Oak Creek and examined for gill monogenes. Among the P. promelas collected, 93.5% were infected with up to three species of Dactylogyrus, including Dactylogyrus simplex Mizelle, 1937, Dactylogyrus bychowskyi Mizelle, 1937, and Dactylogyrus pectenatus Mayes, 1977. Mean intensities at Elk Creek, West Oak Creek, and Oak Creek were 17.6, 22.8, and 25.1, and prevalences 88, 95, and 97%, respectively. At these three sites: (1) P. promelas does not share Dactylogyrus species with Semotilus atromaculatus (creek chub) or Notropis stramineus (sand shiner); (2) fish size and sex are not predictive of Dactylogyrus infection; (3) Dactylogyrus spp. vary (not always predictably) in their seasonal occurrence; (4) populations of Dactylogyrus spp. respond to environmental differences among sites; and (5) the community structure of Dactylogyrus spp. (order of abundance) is independent of environment.

Student and Faculty Perceptions of Technology’s Usefulness in Community College General Education Courses

Educational institutions of all levels invest large amounts of time and resources into instructional technology, with the goal of enhancing the educational effectiveness of the learning environment. The decisions made by instructors and institutions regarding the implementation of technology are guided by perceptions of usefulness held by those who are in control. The primary objective of this mixed methods study was to examine the student and faculty perceptions of technology being used in general education courses at a community college. This study builds upon and challenges the assertions of writers such as Prensky (2001a, 2001b) and Tapscott (1998) who claim that a vast difference in technology perception exists between generational groups, resulting in a diminished usefulness of technology in instruction. In this study, data were gathered through student surveys and interviews, and through faculty surveys and interviews. Analysis of the data used Kendall’s Tau test for correlation between various student and faculty variables in various groupings, and also typological analysis of the transcribed interview data. The analysis of the quantitative data revealed no relationship between age and perception of technology’s usefulness. A positive relationship was found to exist between the perception of the frequency of technology use and the perception of technology’s effectiveness, suggesting that both faculty members and students believed that the more technology is used, the more useful it is in instruction. The analysis of the qualitative data revealed that both faculty and students perceive technology to be useful, and that the most significant barriers to technology’s usefulness include faulty hardware and software systems,lack of user support, and lack of training for faculty. The results of the study suggest that the differences in perception of technology between generations that are proposed by Prensky may not exist when comparing adults from the younger generation with adults from the older generation. Further, the study suggests that institutions continue to invest in instructional technology, with a focus on high levels of support and training for faculty, and more universal availability of specific technologies, including web access, in class video, and presentation software. Adviser: Ronald Joekel