2016 Pecha Kucha and Research Poster Presentations
Pecha Kucha presentations will focus on topics in one of the following three tracks: Creativity, Innovation and Technology; Diversity, Cross-Cultural, and Social Justice; and Administration, Policy, and Finance. All presentation will be in the Pecha Kucha style, challenging presenters to capture and communicate their scholarly research in a 20 seconds-per-slide, 20-slide presentation. Attendees will have an opportunity to ask questions at the conclusion of each presentation.
2016 Research Poster Presentation Abstracts
2016 Pecha Kucha Presentations
Pecha Kecha Presentations
Creativity, Innovation, and Technology
- Presenter: Sarah Hoffarth and Brian Merritt
Title: Proactive Success Coaching: Embarking on a Random Control Trial - Abstract: The Carolina Works initiative presents the opportunity to validate the effectiveness of a student intervention strategy at ten colleges across the North Carolina Community College System. Proactive success coaching has been proven to remove academic barriers leading to increases in persistence and completion rates (Bettinger & Baker, 2011). This project will introduce proactive success coach practice statewide to validate the effectiveness of the intervention on academic outcomes with high-risk students.
- Presenter: Lesley-Ann Noel
Title: Empowering Caribbean Children through Design - Abstract: What happens when children in three elementary schools in Trinidad and Tobago are exposed to design education? Can design education have a positive impact on elementary education in the Caribbean? Most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centered creativity and iterations of prototyping and testing. In addition to meeting traditional education demands, the introduction of design-based learning can help to promote skills such as empathy, collaboration and facilitation, which have been identified as key skills for the 21st century and key indicators of success for children. This presentation will highlight some of the preliminary research for an intervention that will be conducted among Grade 4 children in three schools in Trinidad and Tobago.
- Presenter: Casey Medlock
Title: Are MOOCs for Educators Effective? An Analysis of Learnig Outcomes from a MOOC-Ed on Disciplinary Literacy - Abstract: This study examines the strategies K-12 history, science, and math teachers use to read texts in their disciplines, and whether these strategies align with those used by experts in these same disciplines. Using two stages of data collection, this study looks at how these teachers reported conducting close readings in their respective disciplines before and after participating in a Massive Open Online Course for Educators (MOOC-Ed) on disciplinary literacy Although the first stage of data analysis—conducted from data gathered from the teachers prior to their attending the MOOC-Ed—showed that teachers of all three disciplines primarily used intermediate literacy strategies (instead of the desired disciplinary literacy strategies used by experts in these disciplines), we anticipate that the second source of data will show that after completing the MOOC-Ed, teachers began using the disciplinary literacy strategies specified for their subject area. The findings from this study will allow us to learn more about how history, science, and math teachers are conducting disciplinary close readings, as well as help us better design professional development courses to assist teachers in learning how to instruct students to become disciplinary literate.
Diversity, Cross-Cultural, and Social Justice
- Presenter: Dominique Foster
Title: Navigating Students’ Intellectual Diversity - Abstract: The issue this study addressed was the unknown relevance of William Perry’s Theory of Intellectual and Ethical Development for today’s diverse undergraduate population. The purpose of this qualitative study was to understand how well Perry’s theory is applied to current undergraduate students from a diverse background of majors, ages, and ethnicities at NC State. To gather data on students’ understanding of their learning style, view of others, and interpretation of information, interviews with five diverse undergraduate students were conducted, transcribed, and analyzed. Results led to the following findings: (a) clear sign of full development between the freshman and senior, (b) general developmental progression as classification increased, and (c) inconsistency with responses from the sophomore and juniors implying movement through transition. These findings are useful in the development of curriculum, programming, counseling, and supervisory techniques for higher education professionals, with emphasis on faculty and student affairs practitioners.
- Presenter: Callie Womble
Title: Faculty Salary (In)Equity: Historical and Current Trends in Academia - Abstract: While faculty salary differentials are expected due to varying levels of appropriate characteristics such as education, relevant credentials, expertise, prior experience, and productivity, even after controlling for differences in these characteristics, data shows that women and racial and ethnic minorities consistently earn less than White males at every faculty rank (Gregory, 2001; Toutkoushian, 1998). Moreover, notable salary differences are also present between faculty members who teach at Historically Black Colleges and Universities (HBCUs) and faculty members who teach at Historically White Colleges and Universities (HWCUs) (C. M. Hoffman, 1996). Such disparities are significant because they illustrate the pervasiveness of privilege and oppression in higher education, a field that often claims to value diversity. This session is designed to highlight historical and current trends in faculty salary (in)equity, and offer several implications for policymakers, current and prospective faculty members, and researchers who aspire to further investigate this topic.
- Presenter: Marshall Anthony, Jr. and Jamaal Harrison
Title: African American Males in Higher Education: Where Do We Go From Here? - Abstract: The narrative of African American students has a long, and often, complicated tradition throughout the history of American higher education. In general, African American male students at predominantly White institutions (PWIs) struggle with identity challenges, academic preparedness, lower levels of parental education and support, limited resources to finance college, limited societal expectations, lower grade point averages (GPAs), and lower enrollment, persistence, retention, and graduation rates. For example, summer bridge programs (SBPs) have attempted to minimize the disparities facing African American males. This presentation will discuss a research proposal to examine the experiences of African American male students in SBPs.
- Presenter: Barry Olson
Title: Conversations on Race: Moving from Angst to Action - Abstract: It seems that daily we are inundated with examples of injustice and pain from every angle. And everyone has their own set of unique experiences that help them better understand what is going on. One missing piece on many campuses is the ability to engage in open, honest, and reflective dialogue that helps us all better understand the issues presented, the pain inflicted, and the necessary steps to move forward. Discomfort is often a reason for avoidance, but practitioners need to engage in the process, and serve as participants in the change process. This presentation will provide examples of techniques and best practices, as well as a model for moving from angst to action.
- Presenter: Linwood Webster
Title: “Barred From the Yard” – The Missing Minority Presence in the Education Landscaping - Abstract: Opportunity in America continues to be stratified by gender and race. In terms of educational opportunities, they are even more stratified, especially for African-Americans, who are seemingly “Barred From The Yard”. This discussion can actually start at the pre-K-12 schoolyards and onto higher education campuses. In school districts across America, there are low numbers of African-Americans obtaining an adequate education and preparing themselves to graduate from high school, let alone apply for college. In essence, African-Americans are often and increasingly the individuals who are frequently missing, left behind, or excluded altogether from the “table” labeled Education. Improving opportunities and paths for educational awareness, access, attainment, and advancement enhances the quality of life for all individuals, specifically African-Americans. With over 19 years of higher education experiences, my presentation will be a discussion on the School to Prison Pipeline, highlighting persistent disparities and barriers throughout the entire education landscape, K-16.
- Presenter: Stephanie Leibowitz, Sylvia Massar-McMillan, and Jonnie Seay
Title: Multicultural and Social Justice Counseling Competencies Implications for School Stakeholders - Abstract: Presenters will provide an overview of the Multicultural and Social Justice Counseling Competencies (MSJCC) that were recently revised and endorsed in Summer of 2015 by the Association for Multicultural Counseling and Development and the American Counseling Association. Presenters will explain how the counselor competencies extend into education with the promotion of diversity and cultural competence among school stakeholders, including; school counselors, teachers, administrators, and other educational leaders. School stakeholders will learn ways they can take action to confront power, privilege, and oppression within their school environments through systemic initiatives such as staff trainings, workshops, curriculum and student initiatives that emphasize multicultural and social justice competence.
Administration, Policy, and Finance
- Presenter: Matthew Starcke
Title: More Guns, Less Crime? The Effect of Campus Concealed Carry Policies on Campus Crime - Abstract: This presentation will explore the effectiveness of campus concealed carry policies. While many states explore changing their approaches to campus concealed carry in reaction to incidents of campus violence, there have been no studies exploring whether or not these changes produce tangibly safer campuses. This study uses longitudinal data from multiple sources to explore this very question. The presentation will include a discussion of campus concealed carry policies nationally, then introduce the guiding research question, conceptual model, and data sources used in the analysis. Finally, preliminary findings from this study will be shared.
- Presenter: Brandon Carter and Luke Mitchell
Title: Playing to Win: Reviewing the Costs and Benefits of a Division IA Football Program - Abstract: Despite the heightened conversation surrounding the impact of college football across campuses and in the media, institutions continue to support their established programs while prompting others to join in (re: UNC-Charlotte). However, much of the conversation from supporters and critics alike fail to incorporate substantiated literature and research to base their opinions. To narrow such an extensive conversation for this presentation, we will focus on the campus environment impact and monetary impact of college football programs. Beginning with Charles Clotfelter’s Big-Time Sports In American Universities and moving through academic journal publications such as Journal of Sports Economics and Journal of Issues in Intercollegiate Athletics, our literature review hopes to shed academic light to an important and timely issue in higher education. Our Pecha Kucha-style presentation will provide a snapshot of this research as well as outline implications for future research and practice in higher education.
- Presenter: Carol Cutler White
Title: A Qualitative Comparative Analysis exploring how state higher education governance arrangement shapes two-year institutions - Abstract: Two-year institutions of higher education are critical to achieving state education attainment goals (Auguste, Cota, Kartik, & Laboissiere, 2010; Cohen & Brawer, 2008; de Alva & Schneider, 2013), but they may be hindered in contributing to educational attainment increases by their governance arrangement (Glenny, 1983; McLendon & Ness, 2003; Richardson Jr., Bracco, Callan, & Finney, 1999). The purpose of this study was to explore contextual factors in combination with governance that shape the emergence and nature of postsecondary policy innovations (Glenny, 1983; McLendon & Ness, 2003; Richardson Jr., Bracco, Callan, & Finney, 1999). The study utilized descriptive statistics and Qualitative Comparative Analysis (QCA) (Ragin, 1987) to analyze patterns of policy activity for the National Center for Higher Education Management Center and Education Commission on the States Boosting College Completion 2005-2012 dataset. Descriptive statistics analysis revealed all forms of Coordinating arrangements (McGuinness, 2014) were more active in educational attainment policy than states with a Governing or other form of arrangement. QCA findings reveal multiple causal pathways of governance arrangement in combination with high population, low educational attainment, regional higher education compact, and per capita income (both high and low) to produce an active policy environment. Future research may identify policy categories for improving the contribution of two-year institutions to state educational attainment goals, and further application of governance theory and Kingdon’s multiple streams model in analyzing higher education governance arrangements. These findings have implications for governors and state legislators considering governance arrangement changes to improve state educational attainment goals.
Research Poster Presentations
Presenter: Karen Louise Holding-Jordan
Title: Perceptions of Effective Teaching Practices in Early College High Schools: A Juxtaposition of the Perceptions of Students and Their College Instructors
Presenter: Blain Patterson
Title: Cryptography: Decoding Student Learning
Presenter: Nicole Ditillo
Title: Who’s missing?: The rural gap in college enrollment
Presenter: Mian Wu
Title: Literature Review: Community College Partnership in Career and Technical Education for Workforce Development
Presenter: Chang Yuan
Title: Understanding Chinese students’ choices to take introductory Microeconomics in college when they have been eligible for course exemption by passing AP Microeconomics tests
Presenter: Deana Guido
Title: Factors Influencing Enrollment in Online Courses in a North Carolina Community College: A Qualitative Study
Presenter: Marlena Everett
Title: The Persistence of Veteran Students in a Southeastern Community College
Presenter: Brooke Shurer
Title: Expectations and Experiences of U.S. Semester Study Abroad Students in British Universities: A Longitudinal Phenomenology
Presenter: Linwood Webster
Title: From Orientation through Graduation to Professional Workstation
Presenter: Jonah Winkler
Title: Developmental Math Instructors’ Impressions of Successful Students’ Experiences