Kaelin – Academic Creativity and Excellence Day

Abby Askew & Ben VanderWeyst

Increasing Verbal Participation in High School Social Studies Classrooms

Our research aimed to answer the question “How can we encourage verbal participation in high school social studies classrooms?” by proposing strategies to combat disengagement. The goal of our research was to target the issue of disengagement among high school students in our practicum placements during whole-class discussions. Our research included several studies of factors that impact student engagement and willingness to participate in whole-class discussions. The findings of our research concluded that student preparedness, classroom culture, teacher intentionality, and connection to students’ lives were the most influential factors in students’ willingness to participate in class discussions. Based on these factors, we are proposing six strategies for increasing verbal participation in secondary social studies classrooms.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Katie Blackhart

How Does Cellphone Use Impact Middle and High School Student’s Learning?

For my classroom management education class, I conducted research on cellphones in educational settings. The research question I aim to answer is, How Does Cellphone Use Impact Middle and High School Student’s Learning? In order to answer this question, I conducted research that covered several peer reviewed articles, different documentaries, and teacher interviews as well. Evidence has shown that cellphones are distracting to students and decrease their attention span. Students have lower levels of cognitive thinking and decreased classroom engagement. In addition, student’s are off task, no longer academically honest, and suffering from intense mental health issues all due to excessive phone use. While there are potential benefits to allowing students to use phones and other technology in class from time to time, teachers are struggling to increase student achievement in their classrooms because student’s are addicted to their cellphones.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Sadie Chase

Incorporating Movement in the Elementary Classroom

For my classroom management presentation, I researched the benefits of incorporating movement (or educational brain breaks) in the classroom at an elementary level (K-2). My “problem” I’m looking to “solve” is restless behavior during instruction. A number of students struggle with staying engaged during a lesson, and often lose focus after an amount of time. The studies that I’ve found have discussed different strategies to reduce this behavior and to increase attention. I’m currently working in a Kindergarten classroom and have first hand experience with squirrely behavior and have witnessed numerous activities my cooperating teacher has implemented into her everyday routine. In my presentation I will talk about how often students should be taking active breaks and how long these breaks should last. One of the most common examples is recess; why is this time important for a students education?

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Brooklynn Dechent

Case study: When to Respond to Negative Behavior in the Classrsoom

Over the past few months, I have been student teaching in a 3rd grade class and observing a female student. I have noticed that she has struggled with misbehavior and a lack of respect for her teacher and authority. She is not a struggling student in her academics but struggles with starting and staying on task. However, when she is given directions or corrected in her behavior, she seems to take it as a challenge. My proposed question is; When should you respond to negative behavior in the classroom and when should you not in the classroom? I have found that students who are struggling with only the behavior piece in school, more often than not, are struggling with another determining factor. In this case, through intensive research and time spent with the student, I have found there her behavior inside the classroom is linked to how parental figures are teaching at home, and what they are tolerating. These strategies are important for all teachers because, every teacher works with students who struggle with misbehavior i.e. blurting out, sarcasm, talking back, lack of respect, etc. I have found that not directly engaging with her on all fronts but requiring a consequence for rules being broken, shows her that rules are still rules and she has a choice to make. This case is contextually different for each student, but through research have found multiple strategies to help teachers work alongside students, not tower over them in authority.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Gracelyn Johnson

Transitions in Elementary Schools

What are the positive and negative aspects of accelerating and maximizing elementary school core instruction transitions? We will investigate the advantages of swift transitions in the classroom as well as techniques that teachers can employ when their elementary school curriculum shifts from core to elective instruction. Research on tactics that can work well or poorly in the classroom has been found.Providing students the opportunity to attend to their own social and emotional needs during transitions can help them do so without causing disruptions. Teachers who have used brain breaks during the transitions between core instruction have been interviewed by us. The purpose of brain breaks is to provide learners with a mental break that will aid in maintaining focus. Students are encouraged to move during breaks in order to refocus their energy and deliver blood and oxygen to the brain. However there are some negatives that teachers implement in their classrooms, one being timed tradition games. Giving students timed games during transitions wouldn’t be the most beneficial strategy. With the use of these games, students can time how quickly they can get their materials and return to their seats. Since not every student will benefit from this, there could potentially be problems. Timed activities can be difficult for students because they place needless additional pressure and stress on them, which can and will impair performance. A student’s difficulties during a transition may have an unintended impact on the lesson that follows. Gonoodle is a useful website that teachers can use for brain breaks. With the aid of quick interactive exercises like brain breaks, the free online resource movement tool assists teachers in getting students moving. There are other video selections available on the website, including ones tailored to a certain grade level, curriculum, and activity kinds.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Bella Parque & Ella Schauer

A 1st Year Teacher’s Survival Guide

This ACE Day presentation serves to answer the research question of: “How can first year teachers raise classroom expectations to encourage student engagement?” In essence, this ACE Day presentation serves as a means to better equip first year teachers with the skills of positive classroom management and well developed relationships with students. These skills will promote a positive learning environment to encourage student engagement. This culture adds a rigorous curriculum for students that challenges their thinking at the high school level. This presentation also provides incentives for keeping students on their toes and not giving them too much leeway on the CCSS curriculum.

The presentation starts from the teachers perspective about how classroom management is a key element in controlling the outcome of student engagement and respect. It transitions into how that positive environment impacts student engagement and assignment products. The research that will be presented from the teacher side of our product will include struggles that first year teachers experience when creating positive classroom management and how they can develop skills to improve this area. It then goes into detail of providing the means for encouraging high expectations and a reactive response from students who are actively pursuing academic achievement. The goal of this presentation is to present multiple proposed solutions for both first year teachers who are creating positive classroom engagement as well as students who are being encouraged to achieve more in the classroom. The results we anticipate to present is that when a first year teacher raises classroom expectations students are able to perform at a higher academic level.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Bethany Smith

Addressing Math Anxiety in Elementary Students

Math anxiety in students can lead to behavioral changes and adversely impact their achievement in math. This presentation will explore research surrounding strategies to support students with math anxiety at the elementary level. This presentation was largely based on a specific 3rd grade student who was exhibiting negative behaviors at the start of math. This student is testing between the 15th and 30th percentile in math and has expressed that they feel like they are bad at math. Although I am limited in my ability to implement strategies, I have proposed several research-based strategies to support this student and others who are struggling with similar math related anxiety.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Bethany Struthers

Trauma-Informed Strategies for Building Resilience

The research question of this presentation is: “How do ACEs and explicit instruction of resilience methods affect education?” where I will be exploring what ACEs are, how they affect those who have experienced them, and what kinds of resilience techniques can be helpful to them. I will also be researching what the explicit instruction of resilience affects education in the traditional public education classroom. After noticing the behavior of several of my students in my kindergarten practicum placement with known ACEs, I wanted to know more about how I can help them, and if the explicit instruction of resilience methods is helpful for them to learn how to self-regulate and continue to participate in classroom activities. The proposed strategies include creating and sticking to a consistent schedule, creating proper physical boundaries, providing exit strategies as needed such as placing students near the edge of the classroom, and teaching self-regulation and mindfulness strategies.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

Return to schedule

Faith Burgardt

Inattention in the classroom

Inattention in the classroom My presentation follows a first grade student at crew lane elementary. The student has trouble staying on task during independent work times. I looked at research related to this issue, which proposed multiple solutions to try. The research looked at check in check out systems, rewards systems, parent communication, and white noise. I was able to implement the check in check out and award systems, and proposed future research and implementation related to all areas the research suggested for solutions.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Zach Fuller

Combatting Technology in the Classroom

What are some concrete strategies to help alleviate technology use in the classroom? I looked at this because in my practicum placement, I noticed a lot of students distracted on technology. I wanted to research techniques and strategies that helped alleviate any sort of distraction. I found two concrete strategies that can work. One is a prevention and the other a during strategy. I know this is a constant problem in our world, especially as we become technology reliant.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Grace Larkin

Strategies to reduce off-task behavior

When a student(s) is constantly moving around in their seat due to not being able to sit down for long periods of time, and can only sit still for about five to ten minutes before switching into a new seating position. As a teacher, you would want to be able to find effective tools/strategies that can reduce off-task distractions. As I was in my practicum I observed one student that would be constantly moving after five to ten minutes. This not only caused a distraction to their learning as well as for the students around them. As I gathered all the information that I needed, I decided to research what are some effective tools/strategies that could help reduce these off-task distractions. As for my presentation, I will be incldiung the following: the problem statement, research, the proposed strategies, the results, and how I would implement them in my future classroom. I will also be including a little background information as well.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Hannah Lemly

Chronic Absence in Oregons Secondary Education Classrooms

How can we decrease chronic absences in Secondary education classrooms? I was in South Eugene High School this last term for my practicum. During this time, many students were absent most of the time, and this was a reoccurring issue in the whole school. In all of our classes. The question I asked myself is why are these chronic absences happening? I found that this has been a long-standing issue with Oregon. The research shows us most of the time this is due to systemic oppression issues. Some ways to decrease this issue are resource referrals for state services and trauma-informed teaching.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Taylor Matychuck

How can schools support ELL students in the general education classroom

My research question is how can schools help ELL students in their general classroom. I focused mainly on the math subject and explained how students are disengaged in their learning and are struggling more their the other peers. I did some research to find how we can support those students. That includes developing and accomindating our lessons to better the students. I found solutions, but I was not able to implement my solutions because the school already had them in place!

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Emily McDonald

Inattention In The Classroom

In this presentation, I will be discussing the research and implementation behind assisting students who display off task and inattentive behavior during class time. I will focus specifically on a student that I observed who struggled mostly during independent work time. With the research, I view the topics of positive reinforcement, implementation of token economy, utilizing more active learning and creating a sense of pet therapy. Each of these solutions worked well with the student and improved their attention to their work in a positive way. The results from the research are something that I will use in my future classroom as well.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Rebecca Potts

What Do You Do When a Student Wants to be Your Best Friend?

What Do You Do When a Student Wants to be Your Best Friend? In this research project, I will explain specific strategies on how to eliminate the behavior of one student who is perpetually chatty and asking questions that have nothing to do with instruction. This student has also faced trauma, so the aim is to find strategies that are trauma-informed and based on research. Strategies that will be included are effective classroom management, one-on-one conversations to eliminate problem behaviors, and the use of check-in check-out systems.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Aspen Slifka

How Can Teachers Reduce Hallway Distractions in Elementary School?

This project introduces the problem behavior that takes place in hallways in elementary schools. I will discuss possible solutions to reduce noise levels and unwanted behaviors while walking through hallways. My focus is in second grade while opening up solutions to elementary grades grades through a Timely Transition Game, guided practice, and reteaching methods.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Harmony Stevens

Limiting Browser Distractions

This research project looks at the study of a student who was consistently off task with their computer when they were supposed to be on academic sites. This project looked at ways to prevent behaviors like this from happening and how I went about solving this problem in my own classroom. The research consisted of many peer reviewed strategies and evidence to back up my thinking.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Jenae Usselman

How does a teacher engage secondary education students in the classroom that don’t want to participate?

During student teaching I have addressed a classroom management problem that has been occurring. In the high school class that I observed there was a massive engagement issue. I observed the antecedent of the lack of engagement and the consequence of the behavior. I took this data and did research on how to engage students in the classroom. My presentation will follow what the problem is, proposed strategies and the implementation of those strategies.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

Return to schedule

Kaleb Anundi & Alex Locati

Positive Reinforcement using Token Economies

Token economies are a useful classroom tool to help shape student behavior with positive reinforcement. They allow for instant feedback on whether behavior is acceptable or not and can teach responsibility. There are both benefits and disadvantages to this type of classroom management strategy and in exploring the two sides, we will determine the effectiveness of this strategy. In a token economy, a teacher will incentivize students with a token, something not of value by itself, when they do something that is desired. Every time a student does something good, they get another token, and keep collecting them until they have enough to trade in for a prize or something that has value to them. This can provide a visual reminder of how well a student is behaving in class that day. Token economies have also been shown to teach responsibility because they are in charge of keeping track of their points or tokens. This type of conditioning could also do the opposite and reinforce behaviors like external motivation for rewards or students comparing themselves with their peers. Overall, when thoughtfully done, token economies can lead to students working and behaving intrinsically and not for the additional resources of rewards.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

Return to schedule

Carli Brousseau & Joseph Washburn

Improving Mental Health in Secondary Education

This project evaluates the current mental health situation for secondary students in the U.S. We analyzed vital factors contributing to high school students’ growing mental health issues. Based on our research, we present several options for improving the mental health of secondary students. The interventions and action items are broken into student-led and organizational initiatives.

EDUC 330/370, Child Development/Adolescent Learners.

Brian Kaelin

10 AM – Noon

Return to schedule

Zach Fuller

Helping Students With Autism Succeed in the Classroom.

For my poster presentation, I will be asking the question: What are strategies to help students with autism succeed in the classroom? I will be looking at and discussing what is autism, 504 and IEP plans in our modern day school system, how autism can affect the learner, and what are viable learning and teaching strategies that can be implemented to help students succeed.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

Return to schedule

Grace Larkin & Harmony Stevens

Extracurricular activities in academic success

In this project we looked at how extracurricular activities benefit academic success in elementary school kids. The research concluded that extracurricular activities have many benefits to academic success such as building teamwork, balance, and self esteem skills that transfer over to the classroom, which is significant because as educators, our main goal is for our students to succeed. Knowing the benefits of extracurricular activities in academic success helps us to provide students with opportunities to participate in out of school activities. Though there are limitations and considerations to take with every thing you do, the evidence still proves that it is important for young students to participate in extracurricular activities.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

Return to schedule

Taylor Matychuck & Aspen Slifka

The Benefits of Physical Education on Academic Performance

This research project studies the benefits of physical education on academic performance in elementary school students. Many schools have decreased physical education time or eliminated it altogether due to budget cuts and emphasis on common core state standard subjects. We used data from several sources, including the American Health Association, to determine the importance of physical education class in elementary schools. Studies show the slight positive benefit of physical education on academic performance in elementary age students in terms of memory and focus in the classroom. Although not every source can prove correlation equals causation, studies reveal the effects of physical activity during the school day is beneficial to overall academic achievement.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

Return to schedule

Awbrie Ammons-Jackson

Addressing Emotional Overload in Elementary Classrooms

This research explores how to address students’ emotional overload while in the classroom. In my research, I found multiple research-based strategies on how to teach students emotional regulation and coping skills that will prevent them from having to be removed from the learning environment and missing valuable instructional time. This research focuses primarily on teaching in a traditional, face-to-face classroom but could also be applied to working in a virtual classroom or distance learning models.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Caitlin Bowen

Engagement Levels of Children and Online Schooling

For this presentation, I looked into what the research says about the correlation between online learning and student participation and engagement, and how to increase the level of student participation and engagement in an online format within the elementary school classroom.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Carli Brousseau

Managing Talkative Students: Strategies for the Classroom

This presentation researches students who talk too much in class. I have included reasons this may happen, strategies for success, and research that backs up these strategies.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Katelynn Caulley & Miranda Jensen

Supporting Students Online

Our research question is: “What are tools that we can use to help support students online?”. Through research, we found that implementing a goal-oriented classroom, mandatory check-ins, a positive learning environment, family engagement, and more would all help to improve student engagement in the online classroom.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Tyler Chase

Promoting Student Motivation with Goal Setting and the Growth Mindset

This project discusses a problem presented in the classroom and the research associated with potential solutions to the problem. The goal of this project is to promote student motivation in the classroom and the avenue I have chosen to accomplish that with is through goal setting and promoting a healthy growth mindset in the classroom. This project discusses how these two concepts work in tangent with each other in the classroom and how one cannot exist effectively without the other.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Georgia Cook

Student Motivation and Engagement in the Classroom and Online

My presentation is regarding a first grade student who struggled with engagement throughout distance learning, and once we began to do school in a hybrid format, those same struggles manifested in the classroom as well. My research examined strategies to increase student motivation and engagement, both online and in-person. In the research, I found that using Tier 2 strategies, helping the student create academic and behavioral goals for himself, and giving specific feedback, among other strategies, were helpful in increasing student engagement.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Jordyn Edewards

How do we as educators get our middle school students to turn on their cameras and be engaged in a zoom format of class?

10 out of 15 students per zoom call (with my cooperating teacher at Agnes Stewart middle school) will never turn their cameras on during their classes. During a span of 1 month of research I observed as students came into class and automatically turned off their cameras and mics to do other things that were not related to class or homework assignments. The research found, over this span of time, allowed me to find six different strategies that can help students to turn on their cameras and be engaged in class. The strategies I was able to implement during this time were……

1.) Admitting students into the classroom one by one five minutes before the start of class. (Checking with them on their camera use and how they are feeling today).

2.) Zoom polls, zoom annotation tools, zoom breakout rooms

3.) Have weekly 5–10-minute check ins with students about their work environment and how they are doing.

4.) Making sure resources are available to students and that they know how to access and use them. (Implementation Plan)

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Kade McClaugherty

Differentiating Learning

Some of the students in my Spanish 1B class had trouble engaging in the learning and would not participate in class. I looked at ways to differentiate the learning as a way to get more students engaged in the learning and increase retention. The research gave a few great examples involving T.P.R., rhythm, games, and different ways to use context and sentence grammar to learn the meaning of words and I was able to implement a few of these strategies within the classroom.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Kiley McCurry

The research on and implemented solutions for lack of engagement levels through distance learning

Distance learning has caused many primary students to lose interest and lack in participation and engagement. I researched and implemented four strategies in a 4th grade classroom to see the results of these effects on 8 students who had little to no participation for the majority of class time throughout the week. These strategies included implementing task oriented curriculum, scaffolding students into a self regulated zone of educational improvement, examining predictive factors for student success in hybrid learning, and including open-ended questions throughout discussion time.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Makenna Northern

Strategies to Encourage Participation in High School Zoom Classes

For my project for this ACE Day I focused on the question of Strategies I could use to get more participation in my online zoom class. The problem that I was having in my zoom classes was that no one would turn their cameras on and no one would answer questions when asked. I researched and found four strategies that I could implement in the future to help ensure that my students know that participation is required. I explored four strategies in my presentation and they were, giving different types of feedback, having a positive first day of class, monitoring student participation and a virtual reality option.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Sucao Wang

How to support a student with ADHD to engage

A student called Noah diagnosed with ADHD. He is in my 3rd-grade practicum class. He has difficulty focusing during a lecture, and he is not interested in doing any schoolwork. He doesn’t finish his bell works, morning work, or any assignments. He makes noises and chats with his neighbors during a lecture. When he is asked to finish his assignments, he finishes his work sloppily and I can tell that he just wants his work to be done. He only takes participant in some science activity. I will talk about some strategies based on the research to support Noah to succeed at school.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Amber Whitehead

Fidgeting in the Classroom

In both of my placements this year, I witnessed student’s fidgeting in the classroom which caused a distraction for themselves, their classmates and the teachers. For this research project, I researched how a teacher can better meet the needs of the students who fidget in the classroom. The results of this exploration were that if students were given the correct fidgeting technics and tools, if helps themselves and other in the classroom.

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

Return to schedule

Noel Balderston & Anna Cardwell

Healthy habits and hobbies

Our presentation is on how physical activity and nutrition affects an elementary students behavior in the classroom. We examined the lack of both physical activity and nutrition in a students life and how that affects their behavior when in school. We found that six out of ten students in grades K-8 come to school hungry because they are not getting enough to eat or anything to eat at home. We also found that 1 in 3 elementary aged students are over weight due to a lack of physical activity and eating habits. Both over weight and underweight kids in America may be deemed as malnourished. A lack of proper food intake is known as malnourishment and it does not imply there is a lack of food, but it signifies a lack of nutrients. Malnutrition can result in long term neural issues in the brain which can impact a child’s emotional response, reactions to stress, learning disabilities, and other medical complications. Also, most students rely on food provided by the school during their school day, and if the school only provides lunch, then that is the only meal they are eating most days. The benefits of physical fitness go beyond health and wellness of the body. Besides strengthening the cardiovascular and muscular systems and lowering the risk of many diseases, research suggests that physical activity also positively impacts the brain and improves mood and attention in students. Also, providing daily aerobic activities to children can help to reduce symptoms of ADHD such as moodiness and inattentiveness. Research shows that even short bursts of movement deliver big benefits for brain health and academic performance, relative to sitting quietly and preventing unwanted behaviors.

Our project is important because healthy students perform better. Poor nutrition and inadequate physical activity can affect not only academic achievement, but also other factors such as absenteeism, classroom behavior, ability to concentrate, self-esteem, cognitive performance, and test scores. To support positive outcomes for both health AND learning, it’s important that educators incorporate movement into their classroom routine.

EDUC 330, Child Development

Brian Kaelin

L203, poster #2

10 AM – Noon

Return to schedule

Teresa Branson & Savanna Breiholz

The Pros and Cons of Incentives in an Elementary Classroom

This poster presentation addresses the pros and cons of incentives in an elementary school classroom. The pros that are being considered include appropriate behavior, increased motivation, joyful students, boosted self-esteem, completed homework, and improved results. The cons that are being examined include addiction, devaluation, race against the clock, control and manipulate, increased pressure, and bribes. The examples that will be shared are a good behavior chart, a class store, coupons, and points.

EDUC 330, Child Development

Brian Kaelin

L203, poster #3

10 AM – Noon

Return to schedule

Blake Carpenter & Jestyna Mosttler

The Effects of Trauma on Children

Trauma is something that seems to affect the majority of the world’s population at least once in their lives. In some cases, this can mean it takes place during a child’s fundamental learning years. Our assignment will begin with looking at how exactly Childhood Trauma is defined, as well as key questions on what scenarios can cause this. It will then be followed by signs and symptoms an educator can look for that point to this affecting their student’s lives. It will end with how educators can take Childhood Trauma into account and help their students exposed to this within the classroom environment.

EDUC 330, Child Development

Brian Kaelin

L203, poster #4

10 AM – Noon

Return to schedule

Alaina Cloer & Mikayla Rodriguez

Affects of Hunger on Students Success

Food insecurity has a negative impact on students success, while food security has a positive impact on student success. As teachers we can help students with food insecurities by having opportunities for the students to eat while at school.

EDUC 330, Child Development

Brian Kaelin

L203, poster #5

10 AM – Noon

Return to schedule

Georgia Cook & Amelia Geist

What are the benefits of having a classroom pet in an early elementary classroom?

The research question posed was: “What are the benefits of having a classroom pet in an early elementary classroom?” According to our findings, having a classroom pet makes students feel more at ease, reduces stress, encourages healthy development of caring and empathetic relationships, and increases compassion. In regards to other areas of development, having a classroom pet increases student self-efficacy, increases responsibility, promotes healthy social interactions, enhances self-esteem and feelings of self-worth, and reduces egocentrism. Some challenges to having a classroom pet include student allergies, taking care of the pet on weekends and holidays, licensing regulations, school policies, and health and safety liabilities. In connection to theories of education and child development, having classroom pets encourages industry rather than inferiority according to Erikson’s Theory of Psychosocial Development. In Erikson’s theory, there are eight different crises, and the developmental crisis that affects early elementary aged students is known as Industry vs. Inferiority. The crisis of Industry vs. Inferiority involves whether a student has confidence in their abilities or if they feel incompetent and doubtful. Having a classroom pet allows students to demonstrate their ability to take care of something else and to be responsible, thus encouraging them to identify with the industry side of the crisis.

EDUC 330, Child Development

Brian Kaelin

L203, poster #6

10 AM – Noon

Return to schedule

Stacy Cook & Skyler Tidwell

What are the homelessness impacts of students attendance and how can we help?

Our research is going to answer what are the homelessness impacts of students attendance and how can we help. Homelessness is defined by The McKinney-Vento Act as children and youth who lack a fixed, regular and adequate nighttime residence. Wharton University of Pennsylvania defines social impact as an organizations actions that have on the wellbeing of the community. Research from Allison Howland’s article: Exploring socio-demographics, mobility, and living arrangement as risk factors for academic performance among children experiencing homelessness showing homeless students are more likely to be held back from grade to grade, be chronically absent, fail courses, have more disciplinary issues, and drop out of high school than their non-homeless peers. What we can do as educators include targeted interventions, increased interactions with family members, collaboration with supportive district, community-based program, ensuring emotional safety of students, and create support, structure and opportunity. Another avenue of help is a district wide homelessness liaison. We can connect the effected youth and family with this liaison who can connect them to a variety of programs such as housing, health care and shelters. To ensure the attendance of these youth in crisis, we can learn about the homeless student stability program implemented in Washington for a preventative measure and can also teach value to oneself and take the focus off the economic culture.

EDUC 330, Child Development

Brian Kaelin

L203, poster #9

10 AM – Noon

Return to schedule

Grace Dawson

Hunger

In my research, I have found a correlation between malnutrition and the cognitive development of young children. Hunger is a major problem in the US, and as I work in my practicum, I am witnessing it first-hand. As a future teacher, this is something that will affect how I approach my students and how I teach them. To introduce my topic, I have included some recent facts and statistics about hunger within the state of Oregon as well as the nation. Next, I will discuss both the internal and external outcomes of hunger in the classroom, such as student performance and behavior. The bulk of my information will be focusing on the effects that malnutrition has on the brain – how the brain functions and looks when it is malnourished compared to how it looks and functions normally. I plan on ending my presentation with a few solutions that teachers can do to help solve the issue of hunger within the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, poster #10

10 AM – Noon

Return to schedule