Tag: Poster Spring 18

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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