Academic Creativity and Excellence Day
The semi-annual research colloquium at Bushnell founded by Dr. Tim Bergquist.
How Does Sleep Affect Child Development and Academic Achievement?
This project analyzes the affects of both positive and negative sleeping patterns on the cognitive and physical development of children as well as their academic achievement. Poor sleeping habits increase irritability, decrease immune system repairs, growth, and classroom focus while good sleeping patterns do the opposite.
EDUC 330, Child Development
Brian Kaelin
L203, Poster 14
10 AM – Noon
Historical Locations: Study Abroad Mexico
Santiago de Queretaro, Queretaro, Guanajuato City, Guanajuato, and Mexico City were locations filled with rich Mexican history and heritage. From historic buildings turned into world class museums to ancient structures built in the pre-Hispanic years, our study abroad journey was filled with visits to many locations which provided enriching knowledge on the many layers of Mexican culture and patrimony. Queretaro fascinated us with its famous colonial aqueduct and it’s Theater of the Republic, the location of the signing of the Mexican Constitution of 1917. Guanajuato impressed us with its colonial era fervor, the historic Alhondiga de Granditas, the neoclassical Juarez Theater, and the colossal statue of El Pipila overlooking the city. Mexico City graced us with pre-Hispanic architecture and ruins both in and outside of the city, with a Royal Castle nestled in the vast metropolis, and with incredible monuments and theaters that celebrate distinct eras of Mexican history. All of these historic locations added an invaluable opportunity to experience and immerse ourselves in locations we learned about in our studies and influential to the history of the incredible country we resided in.
GLST 295, Study Abroad
Lauren Riley
L203, Poster 13
10AM – Noon
Pyramids, Mummies, and Home Stays…Oh My!
Our poster presentation will target current Northwest Christian University students interested in the faculty led Mexico Study Abroad Program. We will focus on three main areas we experienced on the trip, pyramids, mummies, and the home stays. Many people don’t realize mummies and pyramids exist outside of Egypt so we will explain their presence and history in Mexico. We will also talk about our experience with our home stay families, as that was a huge and impacting part of the trip and has led to friendships and relationships that last well beyond the month long stay. Lastly, we will give brief and basic information about what the Mexico Study Abroad trip entails and the steps to sign up.
GLST 295, Study Abroad
Lauren Riley
L203, Poster 9
10AM – Noon
Outside Perceptions of Relational Status Based Upon the Use of Humor
This study aims to identify if an outside observer will be able to accurately predict relational pairs’ statuses based only off of nonverbal behavior displayed during a humorous encounter. It is well documented through past research that humor effectively and consistently creates relational closeness among varying degrees of relational partners. With this in mind, we suggest that it is likely that an outside observer will accurately guess what the status of each relational pair is through watching a relational pair’s nonverbal expressions toward one another while the pair tells jokes to one another. In order to study the suggested phenomenon, five relational pairs (strangers, siblings, friends, dating, and married couples) were recorded taking turns telling jokes to one another. Anonymous participants were then recruited to watch excerpts of the relational pairs telling jokes and report which relational status was most likely. The results did not ultimately support our original hypothesis.
COMM 430, Nonverbal Communication
Doyle Srader
L203, Poster 11
10 AM – Noon
Connections Between Audio and Visual Stimuli in Interpreting Relational Statuses: A Research Study
A great deal of research has been conducted regarding how individuals interpret emotions via nonverbal communication. However, little has been researched that analyzes the connections, or lack thereof, of visual and auditory stimuli’s impact on inferring relational status. Can an individual best judge the relationship status of a pair based on visual stimuli, auditory stimuli, or a combination of the two? That is the question this study set out to address. Based on prior research done regarding interpretation of emotion, we hypothesized that visual stimuli without audio coupling would produce the fewest inaccuracies in gauging the relational status of a pair of individuals telling scripted jokes to one another. Results of the study supported our hypothesis and found that the video with only visual and no audio stimuli produced the least amount of inaccuracies.
COMM 430, Nonverbal Communication
Doyle Srader
L203, Poster 2
10 AM – Noon
Exploring Mexico’s Art: Murals, Sculptures, and More
After embarking on a month long trip to the heart of Mexico, we learned how important art is to the Mexican culture. No other form of art has struck our hearts like this. We have seen, smelt, tasted, heard, and touched the cities of Queretaro, Guanajuato, San Miguel, and Mexico City. Our presentation will give you a small glimpse of all the beauties we were able to witness. The sculptures and murals were much better to experience in person, but the photos displayed should be sufficient. Hearing and seeing people’s stories in person is much better than watching a video, reading a book, or listening to a lecture. We are so glad we took the opportunity to study abroad and we hope that our decision can inspire you too!
GLST 295, Study Abroad
Lauren Riley
L203, Poster 4
10 AM – Noon
Are break spaces as effective in the classroom?
Break spaces in the classroom have become more and more popular throughout the years. But the question is are they effective? Corrina and Shahaley propose that break spaces inside the classroom are not nearly as effective as break spaces in another classroom where it is supervised with trained teachers (SPED). We discovered that having a break space inside of a classroom is often not used correctly and does not serve the children who need them. When they are inside of a classroom children often misuse it when they do not want to do their work. Break spaces or cool down rooms are supposed to be designed for students who are at there breaking point-crisis mode. When children are in crisis mode or the red zone, they have a hard time calming themselves back down, they need a separate space to help themselves calm down. This space is also used when the student feels themselves heading to the red zone, to prevent them from reaching that point. An effective break classroom needs to have not so much toys, but multisensory objects and ways help them move to get out their anger. It also important that there is emotion charts and ways to help regulate their emotion. Children in this zone are incapable of verbally communicating their thoughts.
EDUC 330, Child Development
Brian Kaelin
L203, Poster 10
10 AM – Noon
What’s Your Status? Detecting Relationship Status Through Nonverbal Cues
Interpersonal sensitivity was defined as the accuracy of nonverbal cue processing. Nonverbal behaviors included tone of voice, facial expressions, and body movements. This study aims to determine if higher interpersonal sensitivity played a role in determining the relationship status of our video participants. With little previous research conducted on the specific links between a person’s interpersonal sensitivity in detecting nonverbal cues via online videos, this research study aims to explore the possible relationship between the two. Hypothesizing that participants would not be able to detect the relationship status of the targets, participants were exposed to five videos containing a different dyad. Based on the interaction, they were asked to determine the relationship status: married, dating, siblings, just friends, or just met. The results did not support the hypothesis as many of participants were able to determine the correct relationship status.
Keywords: Interpersonal sensitivity, nonverbal cues
COMM 430, Nonverbal Communication
Doyle Srader
L203, Poster 6
10 AM – Noon
Projects vs. Project-Based Learning
This presentation covers the differences between projects and project-based learning in our schools. Often these two methods get confused, as they both circulate around a project. However, there is a difference to the two methods. Through our research we found differences in the two, examples, benefits and disadvantages to these practices. Projects are individual or collaborative work that is planned and designed with a particular aim. These are often teacher directed and done after the learning to demonstrate what they learned. Some examples are book reports, poster projects, and an art project. Project-based learning are projects done over an extended period of time that engages students in solving a complex real-world problem and solving the problem. This method is student-directed as students are leading the investigation and problem solving. Examples are coming up with ideas to improve the community, a science project with its results presented to the public and acting out a scene from a famous piece of literature. Schools tend to stick to the traditional methods of projects rather than implementing a project-based system into their lessons because this style of projects “fit” easier into their scheduling and curriculum given by the school board. However, research shows that students under a project-based learning have higher test scores and are better prepare for their future in future education and work.
EDUC 330, Child Development
Brian Kaelin
L203, Poster 3
10 AM – Noon
Nonverbals and Relationships
The purpose of this study was to examine the relational status of a pair and their nonverbals. The question being asked was: Can an observer identify the relational status of a couple after watching them carry out a task? The predicted outcome was that people will be able to accurately determine if the couple is married or just met based off of their nonverbals. However, casual dating, siblings, and friends will be more difficult to determine their relational status. Thirty-seven people participated in a survey. The survey consisted of five videos with a range of relational pairs. Those pairs included married, in a dating relationship, siblings, just friends, and strangers (just met). After viewing each video, participants were asked to select the relational status of the paired couple. The study found that participants scored 11.8% accuracy in determining the relational status of the married couple. Whereas, they scored 52.9% accuracy in determining the relational status of strangers. Participants were most accurate in determining the relational status of the dating couple, with 61.7% accuracy, and scored low accuracy in determining the relational status of siblings and friends. Through this study and further research, there is a minimal amount of accuracy to fully support either hypothesis.
COMM 430, Nonverbal Communication
Doyle Srader
L203, Poster 15
10 AM – Noon
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
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
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
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
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
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