Digital Commons Network^™

Sophomore Recital: Rosalie Truback, Bassoon; Peter Gao, Piano; April 16, 2023, Rosalie Truback, Peter Gao

School of Music Programs

Kemp Recital Hall
April 16, 2023
Sunday Afternoon
5:00 p.m.

Senior Recital: Kirsten Townander, Flute; Lu Witzig, Piano; April 16, 2023, Kirsten Townander, Lu Witzig

School of Music Programs

Kemp Recital Hall
April 16, 2023
Sunday Afternoon
1:30 p.m.

Senior Recital: Tori Puffer, Bass Trombone; Xinyi Li, Piano; Iona Dillon, Trombone; Sophia Brattoli, Trombone; April 16, 2023, Tori Puffer, Xinyi Li, Iona Dillon, Sophia Brattoli

School of Music Programs

Kemp Recital Hall
April 16, 2023
Sunday Evening
6:00 p.m.

Good Times, The Evanses Vs. The Robinsons, And Conflicts In Class Perspectives, Angela Nelson

A Conference on Class Consciousness and Popular Culture (2023-2024)

Good Times explicitly depicted a Black working class family while at the same time being implicitly in conversation with middle-class ascriptions, aspirations, and attainment. Although the Evans family represented a working class family, it was through their interactions with Black middle class families that their class consciousness was clearly revealed. Notably used in Norman Lear’s preceding successful comedies All in the Family and Maude, two opposing viewpoints were presented. One viewpoint represented the Black working-class consciousness of the Evans family and the other viewpoint represented the Black middle-class consciousness of the Robinson family. Ultimately, the families disagreed concerning the importance …

Journal Of Response To Writing 9(1) Spring 2023

Journal of Response to Writing

No abstract provided.

Stylizing Peer Feedback Through Playful Shells, Wei-Hao Huang

Journal of Response to Writing

In this teaching tip, I introduce a hermit crab review activity. In the hermit crab review, students take an unusual form to contain their peer feedback, a form that frames and curates their peer response. This playful form of peer feedback makes peer review more accessible to students who are not proficient in providing feedback.

Teaching Students How To Give And Receive Peer Review Feedback, Megan Heise

Journal of Response to Writing

This teaching tip build on scholarship around the disconnect between teacher expectations and student experiences of peer review (Ahmed, 2021). In particular, it frames writers' feedback preferences through Elbow and Belanoff's (2000) "kinds of responses," and encourages reviewers to hit the "sweet spot" of constructive and supportive feedback after reading DePeter (2020). This framing helps scaffold the "asks" of peer review for students in a situation that is often fraught, challenging, and/or confusing, providing teachers with an opportunity to effectively teach an important and relevant transferable skill.

Resisting The Deficit Model: Embedding Writing Center Tutors During Peer Review In Writing-Intensive Courses, Stephanie B. Conner, Jennifer P. Gray

Journal of Response to Writing

For many students, peer review can be muddled or frustrating. They can feel uncomfortable with the process if they do not feel confident with their own writing, and many believe poor past performances disqualify them from offering constructive feedback. Because writing center tutors are trained in sharing feedback in a kind and helpful manner, they are positioned to be excellent models for students inexperienced with or damaged by feedback. Learning how to participate in effective peer review can remove the emotional baggage attached to writing and create a respectful community of writers in the classroom. In this teaching tip, we …

Teaching Students To Close Read Feedback, Kristen Starkowski

Journal of Response to Writing

This article describes an exercise that can be implemented in a range of writing classrooms in order to help students unpack and craft a revision plan based on instructor or peer feedback that they received on their writing.

Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo

Journal of Response to Writing

Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).

Situated in an adult French as a second …

Spring 2023 Editorial Introduction, Betsy Gilliland, Kat O'Meara

Journal of Response to Writing

No abstract provided.

Merit Raises And The Consciousness Of The Professoriate, Walter Benn Michaels

A Conference on Class Consciousness and Popular Culture (2023-2024)

No abstract provided.

Effect Of Increased Salinity Concentrations On Gill Morphology And Gene Expression In Redear Sunfish (Lepomis Microlophus), Joel Haley

Showcase of Undergraduate Research and Creative Endeavors (SOURCE)

Changes in gill morphology have been observed in certain species of freshwater fish in response to increases in salinity. The purpose of this study was to observe the salinity tolerance and the osmoregulatory responses through gene expression and changes in gill morphology of a local freshwater fish (Redear sunfish, Lepomis microlophus). Four treatment groups with six fish each were designed to test both short term (24 hr) and long term (96 hr) exposure to hypersaline water (17 ppt). Fish exposed to 17 ppt salt water had significantly increased plasma osmolality and interlamellar cell mass to gill length ratios compared …

Making Dramatic Literature More Accessible And Relevant To High School Students, Jessica R. Buttell, Leah Nillas, Faculty Advisor

John Wesley Powell Student Research Conference

I conducted a self-study to examine how teachers can make dramatic literature more accessible and relevant to students of different backgrounds in a high school English classroom. Dramatic literature in this case can be defined as literary works written with the intent to be performed on the stage and shares the following defining characteristics: acts, scenes, stage directions, dialogue, and a cast of characters. Starting in September of 2022, I began collecting data with field notes, anecdotal records, student teacher weekly reflections, university supervisor observation comments, informal surveys, lesson plans, and student work samples. The lesson plans outlined learning objectives, …

Student Autonomy In The Secondary Ela Classroom, Kailee M. Galloway, Leah A. Nillas, Faculty Advisor

John Wesley Powell Student Research Conference

In the high school setting, students ability to self-regulate and function independently is key to their transition into life post-graduation. As a student teacher, I worked primarily within 12^th grade students and conducted research on how educators can incorporate student autonomy into the secondary English classroom. Student autonomy, in the context of this study, is defined as a teaching framework intended to create areas of support by which the teacher encourages student self-regulation in independent student work settings. In many contexts of the ELA setting, student autonomy is often connected to reading; however, my research focuses on the …

Creating Inclusive And Equitable High School History Classrooms Through Critical Pedagogy And Cultural Democracy, Hex L. Rahm, Leah Nillas

John Wesley Powell Student Research Conference

The field of history education is undergoing revisions and decolonization, creating a space for diverse perspectives within the curriculum. These changes are an ongoing topic of debate, although teachers who embrace social justice contend that the diverse approach to history provides students with the opportunity to see themselves represented and valued in the curriculum while also promoting inquiry and dialogue. This self-study seeks to explore how cultural democracy and critical pedagogy can be integrated into a high school history classroom. Cultural democracy emphasizes the intersection of culture and power, particularly in how narratives are formed. Similarly, critical pedagogy is a …

Barriers Surrounding Organ Transplants Among The Undocumented Latin American Population, Sydney Demirel Sümer, Carmela Ferradáns Ph.D.

John Wesley Powell Student Research Conference

Organ transplants among the undocumented immigrant population in the United States is a controversial subject for those articulating with healthcare for this high-risk group. The Latin American immigrant population living in the United States have higher incidences of comorbidities and other health conditions. This population is less likely to receive an organ transplant due to their undocumented status and because they are not a citizen of the United States. In most states, documentation is needed to obtain a driver’s license. Obtaining a driver’s license is an easy way to be added to an organ transplant registry. Additionally, the Latin American …

The First Generation Student Initiative, Shea Atkins, Deborah Halperin, Pennie L. Gray

John Wesley Powell Student Research Conference

This presentation will exhibit the multi-pronged approach used to research the two questions: What, if any, are first generation student best practices and programming, and, what can IWU do to implement these practices and why should they? Using a literature review, an IRB approved student survey, focus groups, and analysis of peer, aspirant, and cross-admit universities, the research showed a multitude of possible answers. The benefits of implementing these practices will reveal the full potential of our first generation students. We then triangulated best practices and resources based on the different methods or research.

The defining characteristics of first generation …

Examining Pedagogical Partnerships In Liberal Arts Institutions, Zehra T. Bakirdan, Leah Nillas

John Wesley Powell Student Research Conference

With increased awareness by higher education institutions to improve teaching and learning for undergraduate students, pedagogical partnerships have been implemented in higher education institutions to assist in this process. Pedagogical partnerships can be defined as a “reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision-making, implementation, investigation, or analysis” (Cook-Sather, Bovill, & Felton, 2014, pp.6-7). This research synthesis analyzes student-faculty pedagogical partnerships in United States undergraduate college courses by defining pedagogical partnerships, best practices, and challenges associated with pedagogical partnerships. Furthermore, this study developed …

Effects Of Curricular Integration Of Students’ Identities, Reanne B. Rivera, Leah A. Nillas, Faculty Advisor

John Wesley Powell Student Research Conference

The curricular integration of students’ cultural identities is a critical component of maximizing students’ learning as educators bridge their students’ lived experiences and cultural backgrounds to their learning (Ladson-Billings, 1995). Another component of students’ identities entails their learning styles. When students’ preferred learning styles are implemented into the classroom they showed higher levels of academic achievement and engagement (Lauria, 2010). A final component of students’ identities explored in this classroom research includes students’ interests. Engagement is learning when students’ choices and interests are considered for their learning (Beecher & Sweeney, 2008). The significance of this research project is to analyze …

Characterization Of An Antibiotic-Producing Bacterial Isolate Effective Against Enterobacter Aerogenes, Rayion J. Smith, Loralyn Cozy

John Wesley Powell Student Research Conference

The rise of antibiotic resistant bacteria is accelerating due to the misuse of antibiotics in agriculture and healthcare. Even though more antibiotics are needed, reduced funding for academic research and decreased investment by pharmaceutical companies has slowed the discovery of antibiotics. The pathogens with the greatest need for new antibiotics include six highly infectious and drug-resistant species: Enterococcus faecium, Staphylococcus aureus, Klebsiella pneumoniae, Acinetobacter baumannii, Pseudomonas aeruginosa, and Enterobacter sp., collectively referred to as the ESKAPE pathogens. The work presented here focuses on Enterobacter aerogenes, a gram negative bacterium that causes urinary tract and blood infections. Two soil samples were …

Volume 22 Issue 1 - Full Issue, Kenneth Varner, David Carlson

Taboo: The Journal of Culture and Education

No abstract provided.

Evolving Scientific Vocabulary And Language In Middle School Classrooms: Babbling And Gargling On The Way To Scientific Understanding, Merryn Cole, Thomas Ryan, Jennifer Wilhelm

Taboo: The Journal of Culture and Education

While scientific vocabulary is important, it can often become problematic for students. Sometimes, those words can become a barrier to participation or act as a gatekeeper to success in the science classroom. Under the Next Generation Science Standards, middle school students are expected to model Earth-Moon-Sun motions to explain Moon phases, eclipses, and seasons (NGSS Lead States, 2013). Using a phenomenography lens, we investigated the ways in which students seeing the Moon in nature and related classroom experiences translate into a mental model of lunar phases and how vocabulary is used to communicate these models. Eighth-grade students from three urban …

“Why You Always So Political?”: A Counterstory About Educational-Environmental Racism At A Predominantly White University, Martín Alberto Gonzalez

Taboo: The Journal of Culture and Education

Using critical race counterstorytelling, I tell a story about the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at private, historically and predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race and space and racism in higher education, I argue that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. Through narrated dialogue, Aurora (a composite character) and I delve into a critical conversation about how educational-environmental racism is experienced by MMAX students through a racialized landscape in the …

When Diversity Isn't The Point: Mirrors, Windows, And Sliding Glass Doors In The Classroom, Kaitlin M. Jackson

Taboo: The Journal of Culture and Education

This article seeks to provide tangible action steps for both preservice and current teachers toward cultural competence through the intentional use of diverse and inclusive children's literature. The article describes the implications of representation of various identities and the intersection of those identities in textbooks for children belonging to all marginalized identities as well as those in groups aligning with societal defaults, including race, culture, language, religion, gender, sexual orientation, and disability.

"Between Too Much & Not Enough," A Meta-Analysis Of The 1619 Project, Nathan Pipes

Taboo: The Journal of Culture and Education

When the New York Times released the 1619 Project in August 2019 it was met with enthusiasm and critical review. The outcome of the public debate, as of now, is mixed. Research is also mixed. Education findings suggests the project has the power to heal. Case study evidence indicates culturally centered approaches positively impact academic outcomes and mental health of historically oppressed peoples. By emphasizing and affirming African American experiences 1619 has potential to narrow the achievement gap and disrupt rising suicide rates. However, philosophy and psychology warn against overemphasizing culture. Excessive affirmation can cause groupthink. Continual praise aggrandizes the …

Instruction, Identity, And Inclusivity: What Can Teacher Preparation Programs Learn From Gay Male Teachers In The South, Joseph R. Jones

Taboo: The Journal of Culture and Education

Abstract: In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession.

Dual Pandemics: How A Global Health Crisis Exposed Educational Inequity To White, Middle-Class America, Kaitlin M. Jackson

Taboo: The Journal of Culture and Education

This opinion piece explores the effects of the COVID-19 pandemic on exposing educational inequity. The historically racist and discriminatory practices related to both academic instruction and discipline are long-standing in the history of American education, but have been brought to the attention of White, middle- class America as a result of the global health crisis. Specific strategies are presented as initial steps in simultaneously embedding anti-racism and addressing discriminatory policies in every American classroom, specifically related to students of color and disabled students.

Co-Realizing Covid Co-Teaching Concerns: Recognizing Present Challenges To Student Equity In Remote Instruction, Matt Albert, Chyllis Scott

Taboo: The Journal of Culture and Education

When the COVID-19 pandemic began to affect in-person schooling, teachers around the world expressed a balance of optimism for new possibilities in instruction along with trepidation at the challenges which lay ahead. Shortly after March 2020 and into the 2021 school year, remote instruction became the norm for several educators. As the pandemic persisted, the optimism teachers first exhibited began to wane considerably as several challenges to student access arose. These issues (e.g., Internet connectivity, crowded living spaces becoming workspaces, children and adults simultaneously working at home, etc.) pose significant threats to equity in education, and they ironically become troublesome …

Editorial Introduction, 22.1, Kenneth Varner, David Carlson

Taboo: The Journal of Culture and Education

No abstract provided.