Tag: Posters

Tralene Kucera & Morgan Newton

How can teacher and parents help develop self-efficacy in elementary students?

This poster project goes over four points including prior accomplishments, vicarious experiences, social persuasion, and emotional arousal. We will give the definition of each and share what teachers and parents can do to make their students learning more enjoyable to them. This project is mostly about self efficacy and how students benefit from having the self confidence.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 7

10 AM – Noon

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Kayla Miller & Leah Sheets

How To Foster Self-Regulated Learners

The question being asked is in this project is how can teachers foster self-regulated learners? From the research it can be concluded that the teacher and students share equal responsibility. The teacher can begin this by creating a student based learning environment by focusing on students interests, learning styles, and abilities. Allowing the student to have the confidence to learn in the way that best fits them creates greater self efficacy. In turn, when students have greater self efficacy they are more likely to become better self regulated learners. It is the teachers responsibility to guide students on how to set realistic goals, determine their learning styles, and accurately self reflect. Through this, students can learn how to motivate themselves to monitor their learning and become success self regulated learners.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 16

10 AM – Noon

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Kayla Olson & Carly Sand

What are the Advantages of Project-Based Learning?

Project-Based learning is a teaching method where students gain knowledge by working to investigate and respond to a complex question, problem, or challenge for an extended period of time. To properly implement PBL, and access the advantages of this type of learning, these essential elements must be put into place: key knowledge and skills, a challenging problem or question, sustained inquiry, authenticity, student choice, reflection, revision, and public product. Based on recent research studies, some advantages include, increased retention of content, improvement of students’ attitudes towards learning, students working collaboratively on simulated real-world problems, and the increase in test scores. A study also found that 63% of students in a PBL classroom earned higher test scores in social studies compared to those in the control classroom. An example of effective PBL is in a first grade classroom students learn how to successfully raise trout and able to communicate to others how to do the same. In this example, students worked collaboratively over a period of time to answer the question, “How do we teach other to successfully raise trout eggs and help them understand the importance of keeping our watersheds healthy?” The implementation of project-based learning gives students the opportunity to learn in a hands-on environment and provides a different approach to the material.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 1

10 AM – Noon

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Jessica Sacker

How does Computer-Based Technology aid learning?

This poster presentation discusses how computer-based technology aids learning. The first aspect of the presentation focuses on the three types of computer-based technologies. The first program is a drills and practicing program. This program allows students to practice knowledge and skills learned earlier to produce fast and accurate results. The second kind of program, the tutoring program, teaches new information and skills in either a linear or branching format. This program mimics student teacher interactions by how information simple or difficult information is presented. The final type of CBI, computer-based instruction, program is a problem solving program. This program also teaches new information and skills but it is done by providing an opportunity to apply what is learned to a meaningful and realistic context. The next section reviews statistical results concluding that computer-based instruction has a positive influence on students’ achievement. This section includes five different statistics ranging from an increase of 10% to 21% on performance and an increase of three-fourths of a standard deviation on achievement tests. As a result of these positive outcomes, I researched several beneficial programs that are used frequently within the classroom. The examples that I used were Freckle Math/LA/Science, Khan Academy, Code.org, Kahoot, and Prodigy. Following my presentation, for the kinesthetic learner, I will have brought my computer and my iPad and I can provide a physical example of how these programs could be used by students in the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 12

10 AM – Noon

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Stephanie Steinhardt

Calling Outside of Work: A Comparative Study of Qualitative Responses

Calling often refers to the feeling or urge towards paid work or career; however, calling may also be an approach to one’s life roles. The present study was a content analysis on responses of 103 Northwest Christian University undergraduate students from a pre-existing data set (Skaggs & Lewis, 2016) to the open-ended question, “Does the word ‘‘calling” apply to areas of your life other than work? Please explain.” Several themes emerged from the responses. Of the 98% of participants who said that calling applied to areas of life other than work, the themes included all aspects of life, relationships, service, faith, and meaningful activities such as hobbies and education. Traditional (n = 68) and adult degree (n = 35) undergraduate students reported equally high frequencies in relationship with others, service to others, and faith. However, adult degree students reported higher in calling as it related to all aspects of life and much lower in the hobbies label. There were more differences between males (n = 29) and females (n= 74), as males reported generally lower frequencies in all labels except hobbies. The findings of the present study support previous research that people apply calling to areas outside of paid work. Future research should investigate gender differences and the implications of callings to areas outside of paid work on life or job satisfaction.

PSY 490, Research Practicum

Nani Skaggs

L203, Poster 8

10 AM – Noon

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Megan Van Marter & Elizabeth Verschingel

How Teachers Can Build a Child’s Self-efficacy

During the Child Development course at Northwest Christian University, students were able to learn about the self-efficacy and self-esteem of a child and how both can be influenced by teacher interaction. The goal of our presentation is to provide learners with information on what self-efficacy means, how it differs from self-esteem, and why such a concept is important. We have done this through giving examples of how a teacher can build a child’s self-efficacy through processes such as verbal encouragement, mastery experience, emotional support, and vicarious experience. Lastly, we have corroborated our findings with the studies and outcomes that have been researched from teacher influence in the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 5

10 AM – Noon

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Caeli Barnhart & Courtney Robertson

Learning from Unexpected

This presentation describes how common unexpected situations can occur while traveling in another country. Although it is difficult to fully prepare for the unexpected, this presentation will share a series of steps to take while preparing for travel in order to reduce unplanned obstacles, as well as helpful key strategies to have when placed in an unexpected event. Alongside the preparation steps and useful strategies, this presentation will highlight two to three unexpected events within the presenters study abroad trip, that support the necessity for preparation and strategies. The events and key points made within the presentation will reveal how the unexpected can expectedly shape an individual’s trip, their problem solving skills, and their ability to use such skills in future career and/or life pathways.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #6

1 – 3 PM

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Danielle Buhler & Savanna Lassen

Snack Time

Our research question is “How does nutrition impact student achievement in the classroom?” Research shows that students perform better when they have an adequate amount of food. Our bodies and brains need the energy that food provides to power our learning. The types of foods we feed our students is also important. We need healthy snacks which are full of vitamins, nutrients, and good proteins. Foods that aren’t full of sugar are a good place to start. School breakfast programs have provided students with fuel to learn and behave well. Schools that have implemented breakfast programs have seen a jump in test scores. Students should be given the opportunity to eat healthy snacks in the classroom to power their learning as well.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #1

10 AM – Noon

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Jenna Christenson & Savanna Lassen

Italy Study Abroad

Immersing yourself in a different culture helps you to grow in your knowledge of the world and experience the histories of people around the world. By visiting sites like the Duomo and the Duomo Museum in Florence, Italy, we were able to understand the connection between the people who helped to design some of the most well-known artifacts and places of the city. By going to churches in different countries you are able to notice the similarities and differences in worship and sermons. Visiting sites like the Mamertine Prison, where St. Paul was held in Rome, connects the history of the Bible to or understanding of Christianity today. Time management skills and understanding how to read a map helps prepare you to navigate in a different environment while you are away from home.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #7

1 – 3 PM

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Angela Cusano & Katy Noel

Conflict and Listening

This study aims to determine if there is a notable correlation between listening styles, as originally researched by Bodie, Worthington, and Gearhart (2013) and conflict behavior strategies, as researched by Putnam and Wilson (1982). Bodie et al. (2013) explained that the primary purpose of listening is to connect with others and their emotions in attempt to understand them better. Therefore, it is valuable to understand the correlation between listening and conflict, as listening may be used as a powerful tool when handling conflict. We originally expected that relational listeners would be solution-oriented or non-confrontational, analytical listeners would be solution-oriented, critical listeners would be solution-oriented, and task oriented listeners would be control-oriented. We surveyed twenty-eight people through the medium of Google Forms, employing the Listening Styles Profile-Revised Instrument (LSP-R) and Organizational Communication Conflict Instrument (OCCI) in order to test the correlation between the two phenomena. Due to a limited number of participants, we were unable to draw statistically significant results through a Chi-Square. Despite statistical insignificance, the majority of participants, regardless of listening style, self-identified as solution-oriented in conflict. This study would benefit from future research with a larger number of participants.

Keywords: conflict behavior, listening styles, OCCI, LSP-R

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #1

1 – 3 PM

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Fern Delgadillo & Nikole Duncan

Family: Exploring the Link Between Child and Parent Communication

This study explores the connection between communication apprehension and communication standards between children and their parents. We have collected data from twenty-two participants through a survey asking questions related to their individual relationship with their parents and family members. The survey measures the strength of their communication relationship. This paper further explores the effects of healthy communication amongst children and their parents. It discusses just how detrimental these effects can be for an individual’s identity and behavior as they transition into adulthood.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #2

1 – 3 PM

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Jacque Donner & Chantal Hall

What Classroom Arrangements work best for different Teaching Styles

Room arrangements can make or break how your classroom management goes. In our Ace day presentation, we will be talking about what room set ups fit with certain teaching methods.  We will have a teaching method and then some room set ups for that method . With each room set up, there will be a list of pros and cons. This will be our presentation.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #2

10 AM – Noon

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Mackenzie Galick

Listening Styles and Receiver Apprehension

This study explores participant’s results on the Listening Style Profile and Receiver Apprehension score in an attempt to discover if there is a correlation between a participant’s listening style and the degree to which they are an anxious listener. 49 individuals participated in our survey and were categorized into listening styles based on how they attend to and process information in a conversational setting. They were also scored based on their fear of misinterpreting or inadequately processing messages sent by others.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #3

1 – 3 PM

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Cassidy Galindo & Taylor Irons

Parent – Teacher Communication

Parent teacher relationships is a growing conversation within the education world. Recently, many studies have been done that show the importance of positive parent teacher relationships. These relationship have been found to effect students’ academic performance, classroom behavior, and class participation. The research question at hand is “how does communication between parents and teachers effect student performance?” This study will look at supporting research, pros and cons of communication, and strategies for better classroom communication. The study that is included in this presentation focused on 6th – 9th grade classrooms in public schools within the United States. Overall, the purpose of the presentation is to show the significance of positive parent teacher relationships.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #3

10 AM – Noon

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Zoe Herron & Jordan Norris

Connections Between General Communication Competence and Intercultural Willingness to Communicate

With little previous research conducted on the specific links between a person’s general communication competence and their actual willingness to communicate interculturally, we have chosen to explore possible connections between the two in our research. Hypothesizing that those who are more competent in their communication would be more willing to engage in intercultural communication, we surveyed participants on each instrument (Communication Competence Scale and Intercultural Willingness to Communicate) and then examined and evaluated any correlations between the results.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #4

1 – 3 PM

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Britnee Joaquin & Bri Jury

The Impact of Positive Teacher-Student Relationships

The sentiment, “Students don’t care how much you know until they know how much you care”, which has been attributed to both Theodore Roosevelt and John C. Maxwell, inspired the research in this presentation to examine the effect of positive teacher-student relationships on students in the classroom, and the practical strategies for building these connections. Addressing the research question, “How do positive teacher-student relationships impact classroom management?”, data shows that these relationships play a significant role in improving academic performance, reducing behavioral problems, and supporting at-risk students. According to studies, students have shown greater cooperation and motivation in the classroom when they know their teacher understands, trusts, and cares about them. Strategies to build these positive relationships with students include designing lessons with student interest in mind, introducing a year-long activity called “Letter to the Teacher”, giving students a voice through student surveys, and implementing check-ins during the school day.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #4

10 AM – Noon

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Myranda Johnson & Keri Schwarz

Effective Classroom Arrangements

Within every classroom there is a science behind the way that each classroom is arranged. Certain classrooms are arranged according to size of classroom, amount of students, or the effectiveness to learn in certain arrangements. Each arrangement will have its own strengths and weaknesses and our research will help find more effective ways to benefit students in the classroom based on the classroom arrangement.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #5

10 AM – Noon

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Sammy Johnson

Sammy Johnson

Italy Study Abroad

Italy can not be wrapped up into one presentation done by one senior education major but we can start to tackle a single part of the Italian culiture. The mamertime prison is something that is profoundly important for the Christian culture and the Italian culture and being a part of both of those cultures personally I think there’s no better thing to present on.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #8

1 – 3 PM

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E Caireen T Lounsbury

Why Should You Use CPS in Your Classroom?

Collaborative Problem Solving model with developed at Massachusetts General Hospital under the direction Dr. Stuart Eblon and Dr. Ross Greene and is the basis of the 1998 book the The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. An entire generation of parents and mental health therapists have used the CPS Method for children with developmental and mental health challenges including Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, and Oppositional Defiance Disorder and other disorders in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. The method relies on behavioral modification and increased communication to solve problems instead of relying solely on pharmaceuticals which can cause adverse side effects, withdrawal symptoms, stunt growth, and inhibit neuropathways from being formed. CPS creates neuropathways that help a person to react in an appropriate manner when in crisis. The CPS Model looks at lagging skills and finds innovative ways to help the students to develop those skills Collaboratively

In 2008, Dr. Ross Greene wrote the book Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them. A program for educators to use the CPS Model. Greene also renamed his side of the model Collaborative and Proactive Solutions and started the Non-Profit Lives in the Balance with the website livesinthebalance.org due to copywrite laws. In 2016, Dr. Ross Greene wrote the follow up book; Lost and Found: Helping Behaviorally Challenging Students. Both programs can be used together and I refer to both as CPS for simplicity.

This presentation is about the implementation of the CPS Model with Ashland School District. I have compared the statistics with our local Springfield School District. I’ve analyzed the both the academic and behavioral responses to the inclusion of the CPS Model in their middle schools.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #10

10 AM – Noon

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Joshua McCluskey

Applied Calculus in Medicine

Medicine utilizes calculus in many ways, through the use of derivatives we can optimize uses of material as well as calculate the effect of a surgery. angioplasty uses calculus to calculate the effect of widening an artery to increase blood flow. Calculus lets us know definitively to what extent the blood flow will increase. we can also use calculus in a crime scene. determining the time of death.

MATH 251, Calculus I

Connie Wilmarth

Banquet Room, Poster #8

10 AM – Noon

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Kayla Miller & Abby Spencer

Individualism/Collectivism and The Willingness To Communicate Inter-culturally

We conducted a study to examine people’s willingness to communicate inter-culturally among individualistic versus collectivist cultures. We wondered if people were more likely to communicate inter-culturally in an individualist culture or a collectivist culture. Accordingly, we predicted the outcome to be that collectivist cultures will be less likely to communicate inter-culturally. Fourteen people participated in two surveys that tested the relationship between intercultural willingness to communicate and individualism or collectivism. The Auckland Individualism and Collectivism Scale (AICS), and the Intercultural Willingness to Communicate scale were the two survey’s they were presented. In the Intercultural Willingness to Communicate, participants were given twelve situations in which a person might choose to communicate or not communicate, and were asked to indicate the percentage of times he/she would choose to do so. In the AICS, 30 statements were listed to measure where he/she lies on the individualist or collectivist spectrum. Participants had the option to choose from never, rarely, sometimes, usually, often, or always when filling out the survey. The study found a .39(39%) correlation between the two instruments. This study did not produce a high enough percentage to confirm our hypothesis to be true.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #5

1 – 3 PM

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Kayla Miller & Courtney Robertson

Changing The World One Project At A Time

This presentation serves to answer the research question of, “How does Project Based Learning (PBL) positively influence social and academic development in adolescent aged students?. While answering this question, we will define Project Based Learning, discuss how it differentiates between a traditional classroom, and address the research behind how Project Based Learning increases social and academic growth for students. The methods used for this study were examination of two main studies on Project-Based Learning in Mathematics Education conducted by Homes (2016), and a recent study from Erik Rahman at al. (2017), that examined the levels of problem solving skills in students that were in a traditional classroom versus a PBL classroom. The finding of this research demonstrated that Project Based Learning strengthens a students’ organization skill, communication skill, and problem-solving skill up to 75% higher than students from traditional classrooms because of the amount of planning and collaboration they have during Project Based Learning. Overall, the purpose of this presentation serves to provide reasoning for the importance of having Project Based Learning in the classroom. The limitations of this study were that the presenters did not have the opportunity to test the implementation and effects of Project Based Learning in their own classroom.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #11

10 AM – Noon

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Gabrielle Morales

‘I’m Tired of Not Being Home’: A Rhetorical Fantasy-Theme Analysis of Huerta’s Speech on PTSD

It is common knowledge that many veterans hold symptoms of Post Traumatic Stress Disorder (PTSD); however, as active soldiers, most neglect to acknowledge the early symptoms.  Chaplain Carlos Huerta (2012) explores this in his speech. While the speech may read as an autobiography or personal account of his experiences battling with PTSD, the artifact embodies the experiences of all military members who struggle with the condition.  When Ernest Bormann’s fantasy-theme criticism is applied to analyze Huerta’s speech, it is made clear that Huerta is creating a shared worldview of soldiers, both past and present, who are in constant battle with PTSD both on and off the physical war battlefield.

COMM 441, Rhetorical Criticism

Doyle Srader

Banquet Room, Poster #10

1 – 3 PM

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Gianna Rains

Give Extra, Get Extra’: A Narrative Criticism of Wrigley’s Extra Gum Commercial “The Story of Sarah & Juan”

Wrigley’s Extra gum commercial became popular immediately after being aired. Commercials strive to associate their product with positivity, and Wrigley took this goal to the next level. They created a love story that consisted of a young couple, events of their love story, creative settings, and an organized timeline. The audience gets to see how Sarah and Juan’s love story unfolds, as well as how they commemorate their history of love with giving the other a piece of gum. A narrative criticism looks for key characteristics: character(s), events, and setting(s). These three features help determine what the objective of the commercial is. In this commercial ad, Wrigley’s primary objective is to sell their gum. The secondary objective is to have the audience associate Extra gum with Sarah and Juan’s history and commemoration of their love story. Their unique story also reveals that gender roles and racial norms are challenged, while the tradition of a proposal and marriage remains the same. Therefore, their objectives are effective because of the supporting characteristics of the ad.

COMM 441, Rhetorical Criticism

Doyle Srader

Banquet Room, Poster #12

1 – 3 PM

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Rory Rice

Feminist Criticism

Taking  the speech by Chamamanda Adichie “Everyone should be a Feminist” and, then learn the theory of feminist criticism so that we can dig into the different ways a feminist critic will dissect the artifact and then we can come up with the conclusion of what the speaker is saying.

COMM 441, Rhetorical Criticism

Doyle Srader

Banquet Room, Poster #14

1 – 3 PM

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Sarah Rooks

How can teachers be successful at reducing at-risk misbehavior in elementary schools?

My research question is this: How can teachers be successful at reducing at-risk misbehavior in elementary schools? I will be looking at how to minimize disruptions during class time. I will place focus on 2-3 methods that work best. This topic may be applied to non-at-risk students as well. The Locus of Control Theory is part of the foundation for achieving classroom success. I am using four peer-reviewed sources to conduct my presentation. The article covers the factors of at risk students and methods to improve the classroom experience with teachers having proper training in handling misbehavior. Family management strategies, peer interactions, neighborhood context, and individual-level characteristics are investigated to see which one has the most effect on the students. Family management strategies has the largest influence on the student’s misbehavior. A model called the Professional Development Classroom Management Model (PDCMM), is used to determine the success of reducing at-risk elementary school students’ misbehavior. One of the findings is that teachers trained using management skills had more of a structured classroom with less disruptions due to misbehavior.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #12

10 AM – Noon

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Emma Trusty

Differentiating Token Economies

How can we better support our students within a token economy? We will start by looking at how token economies have been used in lunchroom settings across kindergarten through 6th grade, as well as specifically a 3rd grade class with special needs students and emotionally disturbed students. Not all students react to the same types of tokens especially if they have some sort of disability. There are different types of token economies and they all can be adapted to fit the needs of the students in your classroom.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #13

10 AM – Noon

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Jaime Aguayo, Stan Singleton

Multiple Intelligence Theory

Jack and I will be presenting on Howard Gardener’s theory of multiple intelligences. Gardner’s pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon everyone. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner’s original framework but was added in 1996 to include those who excel in the realm of natural science. In our presentation we will be answering the question: through Gardner’s theory how can the knowledge of your personal learning style help you to become more knowledgeable?

EDUC 340, Elementary Literacy Methods & Children’s Literature

Brian Kaelin

Banquet Room, Poster #14

10 AM – Noon

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Carissa Allen, Sarah Rooks

How can we enhance a student’s confidence?

The presentation is focusing on how to enhance a students confidence. Confidence has a large impact on learning and we will display ways to overcome low self-esteem and other areas that affect ones identity.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #1

10 AM – Noon

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Ruben Carmona

School- Wide Positive Behavioral Interventions and Supports

School- Wide Positive Behavioral Interventions and Supports (SWPBIS) is a behavioral support system for students attending school. The purpose of SWPBIS is to reduce the number of referrals and suspensions students receive throughout the school year.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #2

10 AM – Noon

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Haley Damian, Katelin Downes, Sydney Rothenbush

Italian Food Culture

During our travels in Italy, the experience we had with their food culture was vastly different from what we are used to. The time for preparation was greater, the quality of food was better, and the atmosphere was calmer and more relaxing. Their meals were a time to come together and stay for awhile. They are a social event rather than a rushed through sit down. A few key differences between Italian and American food culture is the length of the meals, the service, and the collectivist culture that was reflected in the dining experience in Italy.

Our take away from our study abroad experience is that there is a significant benefit for having a slow food culture, and this is evident in the healthier lifestyle that Italians lead. In our presentation we will discuss the statistics that back up this claim.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #2

1 – 3 PM

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Jacque Donner, Chantel Hall

Self Efficacy

Self efficacy is the ability to define a goal, perseverance, and see oneself as capable. The major building blocks of self efficacy are : Mastery experiences, Vicarious experiences, Verbal Persuasion, and altering emotion state. Self efficacy is important for several reasons. First it teaches students perseverance. It helps to raise confidence.  The students with high self efficacy feel capable and know their strengths. Teachers can help enhance student self efficacy in several methods. One would be to slow down with the lesson. Another would be specific with expectations and deadlines.  Finally they can help students identify strengths.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #3

10 AM – Noon

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Cassidy Galindo, Taylor Irons

Incentives in the Classroom

Our project is about incentives in the classroom. The research question that we chose to focus on is, “Do classroom incentive programs really benefit student performance?” Teachers design incentives to provide students with clear feedback on appropriate classroom behavior, and a path to progress towards mastery of the curriculum. Teachers have the choice to design their own incentives and to choose which system fits best in their classroom. In order for incentives to truly work it must be followed consistently and needs to maintain student interest. The concept of incentives is to provide rewards at a variety of levels and to link it with expectations. Incentives play a huge role with target behavior in the classroom as well. The pros to incentives is that it changes behavior quickly, it is easy for students to understand, and encourages involvement and participation. The cons of incentives are, it is only temporary, it can be expensive, some students might give up, and it can lose value.  There have been several studies done within incentives in the classroom for all grade levels. Researchers have found that incentives can boost student performance. Incentives has the ability to make students take tests and to take classwork more seriously. Researchers also found that elementary students are more responsive to incentives than high school students. Overall incentives can benefit and improve student performance throughout the classroom.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #4

10 AM – Noon

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Amanda Goodwin, Mary Lou Greene

Outdoor Learning

Children learn in various settings and formats. The most beneficial setting in terms of development is the wide world outside the classroom. A wide world equals a wide perspective. Studies have shown that students thrive in their physical, cognitive, and psychological domains while learning in an outside environment. There is an infinite amount of project-based learning opportunities that any teacher can implement in their curriculum. Outdoor curriculum includes natural materials, big questions, promotes community, discovery, and observation skills that encompass common core state standards in an effective manner. Students are happier, have higher self-esteem, build healthy relationships, master social and emotional skills, are set up for a healthy life style, have stronger language, and develop interests in all subject matter when lessons are kicked outside of the classroom!

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #5

10 AM – Noon

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Britnee Joaquin

How Teachers Can Promote Students’ Self-Efficacy

Self-efficacy, or the belief in one’s ability to achieve a goal or outcome, is a major influence of a student’s academic achievement, motivation, and learning. Students with a strong sense of self-efficacy are more likely to challenge themselves, be intrinsically motivated, persevere through failure, and achieve their goals. Teachers can help support and increase student self-efficacy by incorporating specific strategies into the classroom. First, mastery experiences are the best way to promote student self-efficacy because the student experienced success in that specific area. Second, self-efficacy can grow through vicarious experiences, which is when a student observes a peer or role model succeeding at something. Third, verbal persuasion and encouragement from the teacher or a peer is an effective strategy to promote self-efficacy. Fourth, a student’s emotional state or feelings towards a particular task or subject is strongly tied to one’s self-efficacy. Teachers can work on creating positive experiences and feelings towards that task or subject to boost one’s belief in their abilities. Other ways teachers can promote students’ self-efficacy are to teach goal setting, allow for cooperative learning, give students choices, and provide honest feedback.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #6

10 AM – Noon

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Myranda Johnson, Bri Wood

Metacognition in an Elementary Classroom

This presentation serves to answer the research question of, “What strategies can be used to teach metacognition in an elementary classroom?” and addresses the research behind why such strategies are important to student learning. The methods used for this study were examination of a study on Educational Research for school learning conducted Wang, Haertal, and Walberg (1993) and more recent studies from 2007 by Pianta, Belsky, Houts, & Morrison, examining “opportunities to learn” in America’s public schools. The findings of this project demonstrated that metacognition is one of the most common characteristics of high achievers and that teachers typically spend 1/10 of the time on explicitly teaching metacognition to upper elementary students than they do content-specific information. In this presentation, 3 strategies were provided to answer the research question of how to promote metacognitive learning in elementary classrooms: Checklists, Think-Alouds, and “Turn-in boxes”. Of these strategies, Checklists teach students goal-setting and expectations, Think Alouds allow students to monitor their own learning while doing activities, and separate “Turn-in boxes” allow students to evaluate their achievement in deciding how well they did in each assignment. Overall, the purpose of this presentation serves to provide practical strategies for elementary teachers to use to develop metacognitive skills early on in students’ educations. The limitations of this study were that the presenters did not have the opportunity to test each of these strategies in their own classrooms.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #7

10 AM – Noon

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Sammy Johnson, Gunnar Lassen, Nicholas Rubino

Food/Dieting in Italy

As a group, we went through some challenges on this Italy trip, however, our experience provided us with a great lesson. We learned how (Italy diet is broken down in to groups), which would affect us mentally and physically, meanwhile, our body would emotionally feel the toll of because of the overall culture shock that took place the second we walked off the plane. With an entirely new diet into our lives, it created turmoil which made us irritable and homesick. At first we weren’t familiar with each other as individuals in this Italy group, however, we created friendships through this experience, which we will carry through our lives. The best part was that we all created those friendships and memories with each other through sharing meals and taking on this new diet together as a group.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #4

1 – 3 PM

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Allison Keeney

Musical Influences in Middle Earth

When J.R.R. Tolkien created Middle Earth in his book The Hobbit, he was influenced by previous literary, musical works. Tolkien was a scholar of the epic Beowulf and used this tale to influence his famous story. He was also influenced by The Song of Nibelungs and other Norse and Germanic sagas. When Tolkien was a young man, before he started writing The Hobbit, Richard Wagner and his opera, The Ring of Nibelung, was very popular in Europe. There are many similarities between Wagner and Tolkien’s works, but Tolkien claims that “both rings were round, and there the resemblance ceases.” This presentation will be exploring the musical influences that Tolkien drew from to create his stories in Middle Earth, as well as look at the similarities between Wagner’s opera and Tolkien’s books.

MUS 321, Survey of Music History

Lynn Kane

Banquet Room, Poster #5

1 – 3 PM

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Savanna Lassen, Danielle Willyard

Metacognition

Metacognition is the process in which we plan, monitor, and assess one’s own understanding, it required critical awareness of one’s thinking and learning, as well as how we think and learn best. There are many ways to help improve metacognition in the classroom. You can use planning strategies that include K-W-L charts, Think-Pair-Shares, and Jumpstart Journals. To monitor the learning of students, have students actively engage with strategies like Re-teach It and Fish Bowl discussions. The key to metacognition is assessing your own learning, strategies to help improve this important skill include Letters to Future Students, Figurative Transformation, and Photo Captions.

EDUC 330, Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

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Erin Caireen T. Lounsbury

Metacognition

Metacognition is the process in which we plan, monitor, and assess one’s own understanding, it required critical awareness of one’s thinking and learning, as well as how we think and learn best. There are many ways to help improve metacognition in the classroom. You can use planning strategies that include K-W-L charts, Think-Pair-Shares, and Jumpstart Journals. To monitor the learning of students, have students actively engage with strategies like Re-teach It and Fish Bowl discussions. The key to metacognition is assessing your own learning, strategies to help improve this important skill include Letters to Future Students, Figurative Transformation, and Photo Captions.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #8

10 AM – Noon

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Maggie McCausland

Encountering the Global Church

Studying abroad provides the opportunity to learn and experience culture in a new way. On the Italy summer abroad trip, I encountered the significance of experiencing history in its context and interacting with it rather than simply learning it. In this new environment, I came face to face with the global nature of the Christian Church on both a current and historical scale. Furthermore, within the coursework pertaining to the Renaissance era that we covered throughout the trip, my mind was opened to the history of the church as we looked more in depth at the positive and negative realities of the church at this time. I was challenged to contemplate stereotypes and biases that I took in to the experience and allow the reality of what I encountered to alter my perspective.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #6

1 – 3 PM

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