Thyagarajan Ammachathram
Professor David Anderson
Extent of Support Services to Quota-based Students in Higher Educational Institutions in India
This study identified the extent of various institutional support services and assistance offered to quota-based students in Indian higher education. The study emphasizes the past socialization behaviors that affect the quota-based students' educational endeavors and examines the impact of institutional practices. We address cultural differences among these students due to inadequate socialization, cultural deprivation, and accumulated environmental deficits. Van Maanen and Schein identified organizational socialization as a part of role transitions both into and within an institution. This study examines the impoverished background of quota-based students in terms of origin, race, ethnicity, income levels, and previous educational equity and its correlation with their performance and success in college life. This study has provided a better understanding for public institutions that admit predominantly quota-based students and recommended successful strategies to develop programs that will insure improved graduation rates and help to gain better educational equity among these students.
Room 320, 3:15 p.m.
Carin Barber
Professor James Barott Communities in Southeast Michigan: The Foundation of EMU Student Culture
The researcher investigated the student culture at Eastern Michigan University (EMU). Rather than operating under the premise that student culture is formed within the confines of the university once students matriculate, this study considered the surrounding communities, specifically examining culture transmission in communities and how hometown cultural characteristics are brought with students onto the campus. The research identified 53 communities in southeast Michigan that are feeder communities for EMU, specifically for on-campus housing. Communities in southeast Michigan were analyzed by variables such as poverty level, residential density, and median household income. Through investigating the correlation between community characteristics and student characteristics, the researcher was able to illuminate how the cultures in southeast Michigan permeate the EMU campus.
Room 350, 10:30 a.m.
Theresa Bolster
Professor Sue Stickel Relationship of Marital Quality and Stability in Couples Who Have Cohabitated Premaritally
The researcher conducted a literature review of the various studies related to marriage quality and stability in couples who cohabitated prior to marriage. She explored multiple variables associated with cohabitating couples that have been studied in the research. The majority of the research indicated that couples who lived together prior to marriage were more likely to have poorer marital quality and stability. Further research is needed to determine whether the experience of cohabitation or factors associated with cohabitating couples contribute to poorer marital outcomes.
Room 310, 2:15 p.m.
Marlena Bravender
Professor David Anderson Social Learning and its Importance to an Increased Feeling of Affiliation among Students in an Online Classroom
The researcher investigated and compiled theories from social psychologists to discover an increased understanding of how social cues and perceptions should be an integral part of online learning. Specifically focusing on social learning and motivation, the researcher examined creations of various social cues in an online classroom. Further study showed, through a range of interactive tools, how those perceptions and judgments could affect the feeling of affiliation related to students within an online class setting. All of the subject matter was reviewed to lend itself to the creation of an evaluation tool that could help present an avenue for instructors to view any social learning that had taken place.
Room 310, 9:30 a.m.
Inna Gorlova
Professor Eboni Miel Zamani-Gallaher A Multiple Streams Analysis of the Impact of Globalization: The Case of One Russian Community College
This study contrasts the politics of access and curricular reform in lieu of globalizing behaviors affecting community colleges in Russia and the United States. More specifically, the policy climate relative to global forces in response to shifting economics, emerging technologies, changing demographics, and migration of people is addressed in terms of impact on the open admissions environment at one Russian community college in Voronezh (Central-Chernozem Region of Russia). This policy analysis addresses the evolution of three global behaviors: (1) homogenization, (2) internationalization, and (3) multiculturalism. Kingdon's Multiple Streams Policy Framework and Globalization Theory serve as the theoretical lens in illuminating globalization within two-year colleges of higher learning and in understanding the politicized environment for equalizing access and progressing internationalization and multiculturalism in community colleges.
Room 350, 11:10 a.m.
Jessica Hale
Professor Martha W. Tack A Preliminary Rubric for Assessing and Stimulating Quality in Effective Online Threaded Discussions
Using relevant literature, faculty participation, and student feedback, the researcher has designed a preliminary rubric to structure, guide, and assess quality in effective online threaded discussions. This evaluative tool can be used by distance education faculty to maximize quality and to enhance student motivation in online discussion settings. Information for this qualitative study was obtained using multiple focus groups, open-ended questionnaires, and individual interviews with graduate students as well as distance education faculty experienced in conducting online threaded discussions. All interviews were audio-recorded, and transcripts were produced; notes from focus-group sessions and open-ended questionnaire responses were compiled as well as sorted. All content was then examined for categories and themes, which were considered in creating the preliminary rubric focused on quality factors to be assessed in online threaded discussions.
Room 310, 9:30 a.m.
Chiharu Hensley
Professor Dibya Choudhuri Experiences of Parents Who Have Preschool or School-Age Children with Special Needs
I am investigating the services used by parents of children with special needs in Michigan and their effectiveness in reducing their stress levels and increasing their coping skills. An online survey is being used to collect data regarding the parents' stress levels and experience of receiving services provided for helping such parents. My presentation will include a review of literature, description of research methods, results from the current study and its limitations, and recommendations for further studies.
Room 350, 11:30 a.m.
Wan-En (Joyce) Leu
Professor Elizabeth Broughton Exploring Potential Stressors, Counseling Service Uses, and Effects of Different Counseling Styles on International College Students
With the growing international population on college campuses, there is an increasing need for university counseling centers to address foreign students' mental health issues. Being far from their home countries, international students are often under many different stressors, including language proficiency, adjustment to the U.S. culture, and financial burdens. However, unlike American students, international students tend to underutilize counseling services. Counseling styles also affect international students' attitudes toward seeking counseling. This review will explore the potential stressors and counseling services usage among international students at Eastern Michigan University as well as the possible effects different counseling styles may have on such population.
Room 310, 9:30 a.m.
Charles Muwonge
Professor James Barott Superintendent of Catholic Universities and Colleges
This research explored the administrative structure used by the Catholic Church as it seeks to act as superintendent of universities and colleges. I investigated the governance system of the church grounded in the elite and symbolic framework and included a historical treatise that examined how the Catholic Church has influenced trends in higher education. I considered the mechanisms in place to ensure that the Catholic Church maintains its role as superintendent of Catholic schools. I attempt to show how the Catholic higher education model is designed to protect its technical core, which is the training of ministers.
Room 350, 1:45 p.m.
William Ssozi
Professor James Barott The Genesis and Evolution of Catholic Schools in Hoima Diocese, Southwestern Uganda
I am studying the establishment of Catholic schools, how they are managed, and how they have evolved in Southwestern Uganda. This study is meant to enhance my professional development as a prospective educational leader in these parochial schools.
This research follows the historical interpretivist approach as well as use of ethnographic tools. Preliminary findings indicate that there has been a marked change not only in the core technology but also in the management of these schools arising from the changes in the task, managerial, and resource environment. This study will seek to draw the overall implications of these changes for an educational leader of these schools in Uganda.
Room 350. 10:50 a.m.
Richard Weigel
Professor James Berry Essential Knowledge for School District Leaders
School administrators are given multiple lists of suggestions and approaches to improve schools and student achievement from a variety of sources. The problem may not be "what" to do but "how" to do it. There is a need to more clearly identify and define skills for school leaders in order to meet the needs, changes, and demands on public schools today.
Research and clarity about leadership skills is essential for improving what happens in our schools. With the demand for changes in our education system, we must reflect on how our school leaders use essential skills to bring about transformation. This poster presentation will address several different concepts: It will explore ideas for school improvement from different authors; it will list skills required for school leadership success; and the Interstate School Leaders Licensure Consortium (ISLLC) standards will be reviewed in light of the components necessary to improve schools and acquire the skills for leadership success. A survey instrument will be presented that elicits responses from practicing schools leaders about the skills they perceive as the most important in order to accomplish their tasks.
Room 310, 9:30 a.m.
DEPARTMENT OF SPECIAL EDUCATION
Anna K. Courage
Professor Ann Orr Teacher Attitudes toward the Inclusion of Students with Special Needs
This study explores the factors that contribute to teacher attitudes toward the inclusion of special education students. Research indicates that positive attitudes toward inclusion are correlated to successful implementation of inclusion programs, reflecting best practices in special education. Factors related to teacher attitudes toward inclusion are school resources, teacher quality and education, teacher preparedness, teacher perceptions regarding education, and parental involvement. This study examines teacher attitudes through two interviews with eight teachers in the Metro Detroit area. Four randomly selected schools in one district are included. Findings will inform stakeholders about local inclusionary practices and provide information as to inclusion supports and barriers.
Room 320, 3:35 p.m.
Lisa Mosser-Desnoyer
Professor Ann Orr EMU Special Educators in Their First Year of Teaching: Relationship between Training and Service
The widespread practice of including students with exceptionalities in general education classrooms has led teacher preparation programs to examine the institution's role and responsibilities in preparing new educators for teaching in inclusive settings. This presentation will share the results of a qualitative multiple case study in which a select group of EMU Special Education graduates were interviewed about their experiences with inclusion during their first year of teaching. Findings help to describe inclusionary practices in area school districts and also inform the College of Education as to the appropriateness and efficacy of our teacher preparation programs.
Room 320, 9:40 a.m.
John Planck
Professor Philip Smith Balancing Expectations of Special Education Students: Real and Fulfilling Goals
Special educators, parents, and students with disabilities may all have different academic and life expectations. I considered the factors that influence the continuum of possible expectations for a particular student in order to determine the extent to which they differ. Some expectations may be compromised, while others will be real and fulfilling. Resolving potential expectation gaps to better balance student goals is important. Balanced expectations in special education should be considered to combat the current trend of underachievement. I explored special education and disability studies literature to find ways to connect expectation-setting with ableism and inclusive education and to discern bias toward the expectations of persons with disabilities.
Room 350, 2:05 p.m.
Carolyn Potts
Professor Sarah Ginsberg Dysphagic Patient Compliance with Thickened Liquid Recommendations
Patient noncompliance with dietary modifications can be a significant barrier to the management of dysphagia. The purpose of this qualitative study, sponsored by the 2006-2007 Students Preparing for Academic and Research Careers (SPARC) Award, was to better understand the decisions patients make regarding dysphagia recommendations. Adherence/compliance research from the field of behavioral medicine provided the theoretical framework for this study. The presentation will focus on preliminary study results and factors that potentially influence patients' compliance with dietary recommendations.
Room 350, 2:25 p.m.
Jeannette Woltmann
Professor Steven Camron Workload Analysis in Recruitment and Retention of Speech Pathologists
Data indicate a critical shortage of speech pathologists in schools in the United States. The projected need for speech pathologists is estimated at 57, 000 job openings by 2010. Numerous factors have contributed to changes in roles and responsibilities of the speech pathologist in the school settings. Working conditions related to unmanageable caseloads and excessive paperwork have been cited as major issues in job satisfaction for speech pathologists. The failure to acknowledge the added workload requirements of speech-language pathologists has resulted in problems for districts in recruiting therapists for open positions and retaining competent speech pathologists in schools. Research is examined for the use of a workload analysis approach for establishing speech caseload standards in schools.
Room 320, 4:15 p.m.
DEPARTMENT OF TEACHER EDUCATION
Maria Gonzalez-Allen
Professor Joe Bishop Post-Secondary Education and the International Student
One challenge international students in American K-12 Education face is limited access to post-secondary education. International students enjoy certain entitlements to American public education in their K-12 years. However, once they graduate, they face narrowed accessibility to college due to issues with residency and documentation. Most of these students see this as a complete lack of accessibility, though they may have been exemplary students throughout secondary school. Universities decide for themselves what admissions policies are. This research to date has illuminated discrepancies between the written admissions policies and the interpretations thereof in regards to residency and documentation status by universities. This research will analyze these admissions policies of a few local post-secondary institutions and question the rationale behind them. The goal of this research is to connect these students with universities that offer them favorable admissions policies.
Room 350, 2:45 p.m.
Sara Hammig
Professor Ann Orr Post-Secondary Strategies for Teaching Students with Learning Disabilities
Students with learning disabilities account for the largest portion of students with disabilities among students enrolled in post-secondary education. However, research indicates a gap between evidence-based practices for post-secondary students with learning disabilities and classroom pedagogy. This synthesis examined current research on beneficial methods for in-class instruction involving post-secondary students with learning disabilities. Research was categorized by type of assistance including universal design methods, student specific techniques, assessment considerations, and assistive technology.
Room 320, 3:55 p.m.
Michael F. Hull
Professor Kyung-Hee Kim Effects of Name-Cards Method on Students' Participation and Academic Achievement in a College Statistical Application in Educational Research Class
This study examines whether a name-cards method increases college students' participation and achievement compared to the traditional hand-raising method. Data were collected on a mixed gender, ethnically diverse, graduate level sample enrolled in two sections of EDPS 621 on separate campuses of EMU. One section was assigned to a control condition with traditional hand-raising method, while the other was assigned to a treatment condition using the name-cards method. Students in the traditional condition independently choose to respond. In the treatment condition, the instructor randomly selected a numbered card after each question and asked the corresponding student for a response. Participation, number of questions asked per class, and correctness of answers were tracked. Scores on pre-assessment, mid-term, and final project are compared to assess the effectiveness on learning.
Room 320, 10:00 a.m.
