https://etd.auburn.edu/handle/10415/1 2026-07-04T14:15:38Z https://etd.auburn.edu/handle/10415/10427 Optimizing sampling effort and timing to improve inference of small mammal diversity in southeastern US forests Gans, Darcey A. Wildlife managers and researchers frequently utilize the number of species present in a given area as a metric to evaluate ecological function as well as progress of and impact of conservation actions. Small mammals serve vital roles as seed and fungal dispersers, regulating plant and insect populations, and the primary prey item of many species. Their ecological importance, coupled with their ubiquity across terrestrial ecosystems and the rapid response of small mammal populations to ecological changes makes live capture box trap surveys of small mammal communities a common tool to evaluate ecological health. Despite the extensive use of small mammal diversity surveys in research and management, few empirical guidelines exist on fundamental aspects of box trap surveys like duration and time of year, particularly in southeastern US forests. To address this, we evaluated bi-monthly box trap surveys of small mammals that were conducted between March 1997–September 2006 at the Savannah River Site, South Carolina for the impact of season and survey length on the number of species detected. Using a 10-year dataset from 12 long-term trapping grids in upland loblolly and longleaf pine forest, we first quantified how sampling duration and season influence species richness estimation by modeling species accumulation and time to achieve near-complete community characterization. The probability of detecting new species declined rapidly after approximately 7–8 days of sampling but achieving ≥90% of estimated richness required substantially longer effort (17–26 days), particularly in winter. We then expanded this analysis to evaluate species-specific detection probabilities in relation to seasonal conditions and short-term weather variation (precipitation and temperature) to identify mechanisms driving observed patterns and determine how survey efforts could be improved. Detection probability varied consistently across seasons and in response to weather, demonstrating that variation in capture rates reflects not only differences in community composition but also dynamic changes in species’ activity and availability for detection. These results indicate that commonly used short-duration surveys likely underestimate community composition and that sampling efficiency is strongly mediated by seasonal and environmental conditions. By linking species accumulation dynamics with species-specific detection processes, this study provides empirically grounded recommendations for optimizing trapping design in southeastern forests and highlights the importance of aligning sampling effort with study objectives when using small mammals as indicators of ecosystem condition. 2026-07-02T00:00:00Z https://etd.auburn.edu/handle/10415/10426 An Exploratory Case Study of an Assistant Principal’s Roles and Responsibilities That Helped Turn Around a Priority School Saffold, Linda Assistant principals serve important leadership roles within schools and are often positioned to support school improvement efforts associated with accountability and instructional leadership responsibilities; however, limited peer-reviewed research has examined the roles and responsibilities of assistant principals within turnaround school contexts. The purpose of this exploratory case study was to explore the roles and responsibilities of an assistant principal during the turnaround of a previously designated priority high school in central Alabama. The study was guided by the following central research question: What are the roles and responsibilities of the assistant principal in helping turn around a priority school? The Alabama School Turnaround Principles served as the conceptual framework guiding the study. A qualitative exploratory case study design was utilized to examine participant perceptions regarding the assistant principal’s leadership roles and responsibilities during the turnaround process. Participants included one principal, one assistant principal, and four teachers who experienced the turnaround process at the study site. Data were collected through semi-structured interviews conducted via Zoom and review of archival documents obtained from the Alabama State Department of Education, including school report cards and Alabama Priority School Lists. Data were analyzed using a thematic analysis process guided by the Alabama School Turnaround Principles. Findings indicated that participants perceived the assistant principal as serving a multifaceted leadership role during the turnaround process through instructional leadership, coordination of assessment preparation activities, facilitation of data-informed instructional decision-making, reinforcement of instructional expectations, support of positive school climate and culture, and communication with teachers and students regarding accountability expectations and student performance goals. Findings also suggested that the assistant principal contributed to teacher collaboration, instructional consistency, and organizational support associated with school improvement efforts during the turnaround process. This study contributes to the limited body of research examining assistant principals’ roles and responsibilities within turnaround school contexts and provides insight into how assistant principals may support school improvement efforts in priority schools. 2026-07-01T00:00:00Z https://etd.auburn.edu/handle/10415/10425 Understanding the Impacts of Heat on Sporting Spectators, Stadiums, and Events at a Southeastern University through Interdisciplinary Approaches Ryan, Brandon Introduction: Auburn University is home to multiple NCAA Division-I sports teams, which draw in hundreds of thousands of fans every year for sporting and other mass gathering outdoor events. For fan safety, the increase in the heat index, a combination of air temperature and humidity, particularly 105 °F (41°C) and above is considered dangerous and a major concern for organizers. Spectators come from all walks of life and have a myriad of medical conditions, backgrounds, and characteristics that may influence how greatly heat impacts them individually. The three studies aim to (1) understand the spatial distribution of heat within the sports stadiums on the university's campus, (2) learn about spectators’ experiences during gamedays, in order to improve fan safety and health for future events, and (3) understand how stadium form can influence temperatures and provide recommendations for future renovations which can reduce heat risks. Materials and Methods: For aim one, fifteen (football) and twenty (baseball) iButton Hygrochron devices were evenly dispersed around the stadiums, recording data at 10-minute intervals. Heat index was calculated for each sensor to determine thermal environment of stadium seating. For aim two, an 18-question mixed method survey was deployed to gather information about spectators' knowledge, risk perceptions, experiences, and behaviors related to heat on game days. Non-parametric statistical tests, multiple linear regression and inductive thematic coding were used to analyze the survey instrument. For aim three, a computational fluid dynamic model was used to run meteorological simulations over the university campus to determine how the built stadium environment influences individuals’ thermal comfort. Modeled results were validated against iButton measurements to determine the usefulness of the model. Results: To date, it has been found that northern sections within Jordan-Hare Stadium (football) (~125 °F/52 °C) and student sections within the Plainsman Park (baseball) (~111 °F/44 °C) had some of the highest gameday heat index. The survey highlighted gaps in individuals knowledge about heat and particular groups are at heightened risks to heat compared to others. Through inductive coding, it has been found that individuals are aware that heat is an issue during gamedays and take various actions to reduce their exposure. Some even take more extreme measures by no longer attending sporting events during the hottest part of the season or not attending games, period. Model results indicate oppressive thermal conditions within the football stadium and campus areas. Results show good agreement between modeled and in-situ data indicating the model is a valid tool to use for understanding thermal environment of fields of play. Conclusion: There are many areas in which the university can continue to improve in order to provide an exceptional experience for our fans and visitors. Additionally, the university can think about how to implement more sustainable practices and green solutions in order to create a safer game day environment. The findings from this study will: (1) provide Auburn University Campus Safety and Security and Athletics with empirically supported evidence about their sports stadiums and fan base to improve the current gameday Heat Action Plan (HAP) and (2) develop a practical, ready-to-use study design framework that can be directly implemented and replicated by other universities or sporting organizations conducting analysis of extreme heat. 2026-07-01T00:00:00Z https://etd.auburn.edu/handle/10415/10424 A Phenomenological Exploration of Mentors' Lived Experiences Supporting Novice Principals Across Alabama Causey, Callie Abstract Newly appointed principals often experience feelings of isolation and insufficient preparation for new leadership responsibilities, contributing to high attrition rates of approximately 18-20 percent. While mentoring has been identified as a key support for novice principals, limited research has examined mentors’ lived experiences, particularly within structured mentoring contexts. The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of trained mentors supporting novice principals across Alabama. This study was guided by the Mentoring for Well-being Model, which integrated Kram’s career and psychosocial functions, Mertz’s model of intent and involvement, and Seligman’s PERMA framework. Through this model, mentoring was understood as a relational and developmental process connected to leadership growth, social connectedness, mentoring structures, and well-being. The model provided a conceptual lens for interpreting how mentors made meaning of their roles, relationships, and support practices. Participants included five experienced educational leaders with more than five years of mentoring experience in structured programs across Alabama. Data were collected through semi-structured interviews and analyzed using an interpretive approach consistent with hermeneutic phenomenology. Analysis included repeated engagement with the transcripts, identification of significant statements, development of meaning units, coding, and theme development through iterative movement between parts of the data and the whole. Six themes emerged: (1) intentional development of leadership capacity, (2) leadership identity formation, (3) support for well-being and professional sustainability, (4) mentoring as a professional calling, (5) relational trust as the foundation of mentoring, and (6) reciprocal learning and growth. These findings indicated that mentoring was experienced as growth-centered, relational, intentional, and reflective. Mentors supported novice principals not through direct advice, but through questioning, active listening, and reflective dialogue, along with timely feedback, enabling novice principals to construct their own leadership understanding and identity. These practices helped novice principals construct meaning leadership understanding, strengthen leadership identity, and develop resilience. Findings also showed that mentoring was meaningful and sustaining for mentors, contributing to purpose, professional connection, and reciprocal growth. At the same time, mentors recognized the need to regulate their own well-being by managing time, emotional energy, availability, and boundaries while remaining invested in their protégés. The findings supported the Mentoring for Well-being Model by illustrating how career development, psychosocial support, intentional involvement, relational trust, and well-being operated together within structured mentoring relationships. Implications suggest that structured mentoring programs should emphasize relational trust, reflective practice, individualized support, mentor preparation, and sustained engagement over time. This study contributes to educational leadership literature by centering mentors’ perspectives and advancing understanding of mentoring as a relational and growth-centered practice that supports novice principal development, well-being, and leadership sustainability. 2026-06-30T00:00:00Z