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Welcome to the 2015 Spring Research Conference!

“Mapping the Research Landscape” The University of Louisville College of Education and Human Development welcomes you to the 2015 Spring Research Conference.

The intention of this conference is to give graduate students the opportunity to present their research and works-in-progress in order to receive feedback from faculty and peers in a friendly yet formal setting – taking student research to the next level.

The 2015 Spring Research Conference committee would like to thank the following people for their commitment to advancing the research skills and further success of graduate students. Key Note Speaker: Dr. Regina Werum Breakout Session Leaders

Dr. Denise Cumberland Dr. Rick Balkin Dr. Jill Adelson Dr. Ellen Usher Dr. Mary Hums Dr. Gaetane Jean-Marie Dr. Melissa Evans-Andris, Associate Dean for Research, UofL Dr. Holly Johnson, Associate Dean for Innovation and Opportunity, UC Dr. Robert Shapiro, Senior Associate Dean for Administration, Research, and Graduate Student Success, UK

College Deans

Dr. Ann Larson, University of Louisville Dr. Lawrence J. Johnson, University of Cincinnati Dr. Mary John O’Hair, University of Kentucky

Room Facilitators Dr. Meg Hancock Dr. Jason Immekus Dr. Maggie McGatha Dr. Jeffrey Sun Dr. Bob Ronau Dr. Shelley Thomas Dr. Denise Cumberland Dr. Kyle Ingle

Guest Speakers

Dr. Kristen Mark Dr. Danelle Stevens-Watkins Dr. Robert Pennington Dr. Jill Adelson Dr. Chester Laine Dr. Victoria Carr Dr. Holly Johnson

Finally we would like to thank all who attended and presented today. We wish you much success as you take your research to the next level!

Amy Stokes

Conference Chair Site Chairs: Ashley Shelton & Melody Halbleib Technology & Registration Chair: Bo Lowrey Proposals Chair: Allison Hunt & Nana Arthur-Mensah Volunteer Chair: Bill Thornburgh Publicity & Programs Chairs: Emma Pridham Research Office Liaison: Christine Payne

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Conference Schedule

Time Event Details Location

8:00 – 8:45 Registration Continental Breakfast

U-Club Lobby & Ballroom

8:35 – 8:45 Welcome Address

Dean Ann Larson and Dr. Melissa Evans-Andris

Ballroom

8:50 – 10:00 Paper Session I

Porter 102

Health & Sport Administration

Dr. Hancock

Porter 107

Higher Education

Dr. Sun

Porter 113

Literacy

Dr. McGatha

Porter 114

Quantitative & Mixed Methods

Dr. Immekus

Porter 116

Self-Efficacy

Dr. Ronau

10:05 – 11:15 Paper Session II

Porter 102

Quantitative Methods

Dr. Immekus

Porter 107

Student Success

Dr. Ronau

Porter 113

Social Justice

Dr. Thomas

Porter 114

Health & Culture

Dr. Hancock

Porter 116

Higher Education

Dr. Sun

11:25 – 11:55 Key Note Speaker Dr. Regina Werum

Ballroom

12:00 – 12:30 Faculty Breakout Session

Ethics of Research and IRB

Dr. Denise Cumberland & Dr. Rick Balkin

Pub

Interviews & the Job Market

Dr. Jill Adelson & Dr. Ellen Usher Boardroom

Publishing Dr. Mary Hums & Dr. Gaetane Jean-Marie

Mary Bingham

Grants and Funding

Research Deans Melissa Evans-Andris (UofL), Holly Johnson (UC), & Robert Shapiro (UK)

Library

12:35 – 1:45

Lunch & Mapping the Research Landscape Panel

UK: Dr. Kristen Mark & Dr. Danelle Stevens-Watkins UL: Dr. Robert Pennington & Dr. Jill Adelson UC: Dr. Chester Laine, Dr. Victoria Carr, & Dr. Holly Johnson

Ballroom

1:50 – 2:20 Faculty Breakout Session

Ethics of Research and IRB

Dr. Denise Cumberland & Dr. Rick Balkin

Pub

Interviews & the Job Market

Dr. Jill Adelson & Dr. Ellen Usher Boardroom

Publishing Dr. Mary Hums & Dr. Gaetane Jean-Marie

Mary Bingham

Grants and Funding

Research Deans Melissa Evans-Andris (UofL), Holly Johnson (UC), & Robert Shapiro (UK)

Library

2:25 – 3:35 Paper Session III

Porter 102

Identity & Gender

Dr. Hums

Porter 107

HR & Building Community

Dr. Cumberland

Porter 113

Qualitative Methods

Dr. McGatha

Porter 114

Policy

Dr. Ingle

Porter 116 Teacher &

Student Perceptions

Dr. Ronau

3:40 – 4:20 Poster Session Ballroom

4:25 – 4:30 Closing Session

Dr. Melissa Evans-Andris

Ballroom

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PAPER SESSION I 8:50 A.M. – 10:00 A.M. Presentations will run consecutively within each room. Please select a topic and listen to each presentation in your selected room. In Paper Session I presentations will occur in 15-minute intervals at 8:50, 9:05, 9:20, & 9:35. Following the presentations there will be a 10 minute Question & Answer period starting at 9:50. PAPER SESSION I 8:50 A.M. HEALTH & SPORT ADMINISTRATION PORTER BUILDING ROOM 102 FACILITATOR: DR. MEG HANCOCK, UNIVERSITY OF LOUISVILLE The Relationship between Hip Abductor Muscle Strength and Hip Biomechanics during Gait

Steven Capehart University of Kentucky

Female runners are reported to be twice as likely to sustain lower extremity running injuries as compared to their male counterparts. Females with these overuse injuries demonstrate excessive lower extremity frontal plane motion during the stance phase of running. It has been suggested that weakness of the hip musculature may be associated with altered kinematics at the knee, hip, pelvis, and trunk during dynamic tasks such as running. However, a strong relationship between altered frontal plane hip biomechanics and strength during walking has not been reported consistently in the literature. The lower demand of the walking task may explain this discrepancy in the literature. A recent study found that compared to a strong group, females with weak hip abductors demonstrated altered lower-limb and trunk/pelvis coordination during a hopping task but not during walking. The purpose of this study was to determine the effects of hip abductor fatigue on the frontal plane kinematics of the knee, hip, pelvis, and trunk during walking and running. Previous studies have used fatigue to simulate a reduction in hip abduction strength. 33 Healthy female runners participated. Lower extremity biomechanical data were collected during treadmill walking and running before and after a hip abductor fatigue protocol. Variables of interest included peak values of knee abduction, hip adduction, pelvic drop, ipsilateral trunk lean during stance.

Factors Influencing Physical Activity Expectations for Adolescents Residing in Appalachia

Rebecca Elkins University of Cincinnati

Background: Health disparities for preventable, chronic diseases in the rural, Appalachian regions are a public health concern. Appalachian adolescents are at an elevated risk for sedentary behavior, thus heightening their risk for obesity, cardiovascular disease, diabetes and cancer; little research has addressed this concern. Purpose: This study examined adolescent expectations for engaging in physical activity (PA), chiefly expectations for relaxation and fitness. Independent variables were self-efficacy expectations (SEE) to overcome barriers to PA, body mass index (BMI), sex, and grade level. Methods: One-thousand and twenty-four male (n = 504) and female (n = 520) students in 9th (n = 602) and 12th (n = 422) grades attending 11 high schools in a rural Appalachian region participated. Participant SEE, BMI, grade level, gender and outcome expectations (OE) for PA were determined via a self-report questionnaire. Results: Results of a MANOVA indicated that gender, grade level, and SEE significantly impacted OE for PA. Surprisingly, BMI was not related to PA expectations. The interaction of self-efficacy and gender as well as self-efficacy and grade level were also significant. Discussion: Positive health messages supporting increased levels of involvement in PA for adolescents in rural Appalachian areas and skill building to promote SEE to overcome barriers to PA may encourage these youth to exercise more frequently. Translation to Health Education Practice: Future research assessing the impact of messages and programming to improve SEE for PA on changes in PA and adolescents attitudes toward engaging in PA will advance knowledge in the field.

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Developing a scale to measure sport consumers' smartphone usage

Sun Kang University of Louisville

Over the years, the popularity of smartphones has changed the way sport consumers follow sport. Sport consumers today rely on their smartphones to search, receive, disseminate, discuss, and share sport information and conduct sport activities (e.g., sport-related apps, mobile browser, timer, scheduler). Understanding sport consumers behaviors associated with smartphones are beneficial for both sport managers and technology developers as it would provide necessary information to develop creative media strategies to improve existing services to attract a greater consumer base. However, to date, no valid instruments exist to measure sport consumer’s motives, constraints, and perceptions toward smartphone usage, comprehensively. Therefore, the purpose of the study is to examine instruments that address current technologies to explore sport consumers smartphone usage behaviors. Specifically, current study examines the underlying factor structure for sport consumers motives, constraints and technological perceptions that are specific to their smartphone usage. Initially, instruments that addressed sport consumer behavior and technology consumption behavior were examined. After extensive review of the literature, only the items that were most appropriate for this study, and showed sound psychometric properties were selected based on their reported reliability and validity coefficients. The instrument was then sent to panel of experts who specialize in technology use in sport, and/or survey instrument development and followed by a series of field tests. After the field tests, data were collected from 372 participants and an Exploratory Factor Analysis (EFA) was conducted to address the purpose of this study. The details from this study will be presented at the conference.

Leisure Constraints on Virtual Golf

Chulhwan Choi University of Louisville

With the development of technology, sport consumption behaviors have changed rapidly. Screen Golf, which is enjoyed indoors with real golf clubs, balls and players’ own swings, has shown an outstanding growth in Republic of Korea (Jung, Park, Kang, Lee, & Hahn, 2010; Kim, Seo, Kim, & Chang, 2014). Given that the actual golf might be influenced by location, time, and weather (Han, 2004; Petrick, Backman, Bixler, Norman, 2001; Zhang, 2007), screen golf, which eliminates these limitations, may be an option to attract golfers. On the other hand, considering that the fundamental purpose of playing golf is to be surrounded by nature, virtual golf also has participation constraints to attract actual golfers. Based on the fact that the decision making process for participation is not systematically ordered (Tsai & Coleman, 2009) and is influenced by external factors (Henderson, 1997), constraints research has contributed to understanding consumer behaviors. Thus, comparing the participation constraints between golf and virtual golf might be a significant opportunity to understand golfers' behaviors and to develop the overall golf industry. Furthermore, given that only a few studies focusing on technology have examined virtual golf (Jung et al., 2010; Kim et al., 2014), it is a chance to look at a remarkable sport-related business market for the next generation. The primary purpose of this study is to investigate differences of golfers' constraints between participation in actual golf and virtual golf.

PAPER SESSION I 8:50 A.M. HIGHER EDUCATION PORTER BUILDING ROOM 107

FACILITATOR: DR. JEFFREY SUN, UNIVERSITY OF LOUISVILLE Autonomy Support in the Undergraduate Classroom

Audrey Conway University of Kentucky

Self-determination theory (SDT; Deci & Ryan, 1985) is a macro-theory designed to explain how motivation and personal growth occur over the lifespan. SDT proposes that people have three basic needs that promote growth and well-being: autonomy, competence, and relatedness (Deci & Ryan, 2002). Students’ motivation in the classroom has been found to be partially contingent on the autonomy support given by the instructor (Reeve,

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2006). Autonomy-supportive teachers acknowledge and value the student’s perspective, provide rationales for rules or activities, and minimize the use of controlling language (Williams & Deci, 1996). In a review of 44 empirical studies, Reeve (2009) found that students consistently benefit (e.g., show deeper cognitive processing, higher engagement and persistence) from autonomy support in the classroom and suffer when they feel controlled. However, few studies have examined the impact college professors have on undergraduate students’ perceived autonomy. The purpose of this research is to provide a critical review of the research on college students’ perceptions of autonomy support. The search terms “perceived autonomy” and “autonomy support” were used to identify empirical studies (N ~ 18) for review. Studies were then examined for undergraduate student participants and 6 studies met this criterion. Various definitions of autonomy and autonomy support will be reviewed as well as their correlates. Autonomy support will be specifically examined in the postsecondary classroom to look for learning benefits and instructional implications. Lastly, suggestions for promoting autonomy-supportive behaviors in the college classroom will be offered.

Concept Mapping to Understand Outcomes in Community-Academic Research Partnerships

Robin Lindquist-Grantz University of Cincinnati

Participatory frameworks that engage community members in research are increasingly used; however, linking community-academic research partnership processes to primary health, capacity, and systems change outcomes is challenging (Sandoval et al., 2012; Viswanathan et al., 2004; Wallerstein et al., 2008). In addition, other evidence indicates that community members and academic researchers involved in these collaborative efforts value partnership processes, or secondary outcomes, as much as health, capacity, and system changes (Malone et al., 2013). This phenomenological study explores perceptions of partnership success among members of community-academic research partnerships and how members determine the impact of their partnership efforts. The methodology includes concept mapping, followed by semistructured individual interviews, with community members and academic researchers who have been involved in a research partnership to better understand the complex interplay between partnership processes and primary and secondary outcomes. The presenter will highlight the use of concept mapping as a methodology for exploring this topic and other education-related topics. Preliminary findings from the study in progress will also be presented. Findings could inform the identification of shared goals in future partnerships and methods for examining outcomes.

Existing and Emerging Effective Support and Services to Assist Learners with Autism Spectrum Disorders (ASD) in Post-Secondary Education

Amy Debelak University of Cincinnati

The literature review is conducted to examine the existing and emerging effective supports and services to assist learners with Autism Spectrum Disorders (ASD) in post-secondary education. The review sets out to explore effective accommodations for learners with ASD in postsecondary education, with a focus on critical components of successful programming at the post-secondary level. It also attempts to analyze barriers to retention and graduation of learners with ASD from post-secondary education. The research questions posed are: a) what types of supports within higher education are most likely to lead to success in higher education for learners with ASD?; b) what are the major obstacles students with ASD encounter in higher education across various domains including academic skills, independent daily living skills, social skills, communication, and self-advocacy?; c) what factors influence performance and advancement that may mediate or moderate college success for students with ASD? The literature review serves as phase one of a larger research project being conducted by the Special Education faculty at the University of Cincinnati (UC), which explores facilitators and barriers to retention and graduation of college students with ASD, specifically at UC. The graduate student is involved and being mentored in research methodology during all phases of the study including literature review, focus group formation, instrument development, data collection and analysis and academic writing.

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PAPER SESSION I 8:50 A.M. LITERACY PORTER BUILDING ROOM 113

FACILITATOR: DR. MAGGIE MCGATHA, UNIVERSITY OF LOUISVILLE How Do I Compare? How relative comparisons affect reading achievement

Meriah Rose, Trisha Turner, Olivia Pumphrey, Amanda Butz, Dr. Ellen Usher University of Kentucky

Students who are low in reading achievement may have negative attitudes about their reading ability (McKenna, Kear, & Ellsworth, 1995). Students may experience a decrease in self-concept when comparing themselves to high-ability student (Seaton, Marsh, & Craven, 2009). Negative self-perceptions intensify when students encounter failure (McKenna et al., 1995). Students who perceive themselves as less capable than their peers might not feel as confident and might in turn perform less well. The purpose of this study is to examine the relationship between elementary and middle school student’s perceived ability, perceived difficulty, and achievement in reading. We hypothesize that students who perceive themselves as more capable will achieve more and that those who believe assigned reading is too difficult achieve less than their peers. Participants were students in Grades 4-8 (N = 2,394) from seven schools (three elementary, four middle) in a mid-sized city in the southeastern United States (51% girls; 56% qualified for free or reduced-price lunch). Students were 53% White, 31% African American, 3% Asian, 9% Hispanic, and 4% other ethnicity. A computerized survey was given during the winter of 2012. Students were asked to compare themselves to their classmates in terms of reading ability, effort, and enjoyment. They also rated perceived difficulty of their reading class. An ANCOVA will be conducted to examine the relationship between students’ perceptions and their achievement in reading controlling for prior reading achievement. We will discuss findings in relation to research on reading motivation and make recommendations for teachers and researchers.

Reading Comprehension and Autism Spectrum Disorder

Kate McHugh Doyle University of Cincinnati

The purpose of this study is to systematically examine the type of evidence based practices (EBPs) and research based reading approaches teachers are using to teach reading comprehension to learners with autism spectrum disorder (ASD). Previous research has indicated that while profiles differ across the spectrum, many students with ASD may have challenges with reading comprehension (Chang & Lin, 2007; Nation, Clarke, Wright, & Williams, 2006; O’Connor & Klein, 2004). These differences are likely due to differences in cognitive learning and language (Carnahan, Williamson, & Christman, 2010). However, traditional instruction often overemphasizes the areas of strengths (i.e., decoding) rather than needs for learners with ASD (Whalon & Hart, 2011) and students with intellectual disabilities (Roberts, Leko, & Wilkerson, 2013).

Analyzing the Role of Symbolic Mathematics Language Literacy in the Common Core Era

Marcia Gail Headley University of Cincinnati

In the modern world, mathematics literacy is a perennial concern of notable consequence. Nations fear that military and economic security hinge on the mathematics literacy of their citizens (Gonzales et al., 2009; National Commission on Excellence in Education, 1983; Schoenfeld, 2004). Employers and employees alike worry about increasing mathematics literacy demands in the work place (e.g., Hagerty, 2013, Oct 20). Parents and teachers struggle to support mathematics literacy development in children with differing dreams of purposeful and productive lives (Noddings, 2009; Vigdor, 2013). By all accounts, understanding mathematics literacy and reflecting on the implications for mathematics education is a quandary of significance. Despite its apparent import, mathematics literacy remains a curiosity. The Common Core State Standards (CCSS) does not define the term. Yet, as the CCSS have been adopted across the nation, there has been a renewed interest in

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understanding what literacy, and mathematics literacy in particular, entails. This paper argues for a definition of symbolic mathematics language literacy (SMaLL) as a critical component of any conception of mathematics literacy. First, I present an overview of conceptions of literacy. Then, I review the CCSS for Mathematics (National Governors Association Center for Best Practices [NGA], 2010b) and CCSS for English Language Arts (NGA, 2010a) for evidence of relationships between symbolic mathematics, mathematics literacy, and English language literacy. Next, I highlight working definitions of mathematics literacy in research communities since the publication of the CCSS. Finally, I define SMaLL and situate it as an important consideration in mathematics education.

PAPER SESSION I 8:50 A.M. QUANTITATIVE & MIXED METHODOLOGY PORTER BUILDING ROOM 114 FACILITATOR: DR. JASON IMMEKUS, UNIVERSITY OF LOUISVILLE Descriptive Analysis of Healthcare Accessibility for Trans Individuals in Kentucky

Jayden Thai University of Louisville

The National Transgender Discrimination Survey (NTDS), the largest existing trans survey, currently only has 30 participants from Kentucky out of their sample of 6,456. To the best of the researchers’ knowledge, there are no other current study or information available regarding trans individuals in Kentucky, specifically related to health care access. This study brings to light the health care experiences of the trans population in Kentucky. A total of 162 participants attempted to fill out the survey. The final sample size (N=81) was determined through rigorous data cleaning, which included the deletion of cases that did not meet criteria. This almost triples the existing NTDS sample for Kentucky. Participants ranged in age from 18 to 71 (M=34.59, SD=15.33). For trans identification, 32.1% (N=26) identified as female/woman/transfemale/transwoman, 32.1% (N=26) identified as male/man/transmale/transman, 22.2% (N=18) identified as non-binary, and 13.6% (N=11) identified as “part time as male/man, part time as female/woman”. The 29-item survey consisted of questions about demographics, and health care insurance and access. Descriptive statistics were used to analyze the data. Results revealed concerning trends. For example, only 6.2% of the sample (N=5) strongly agreed that their previous health care providers were competent related to their trans identity. 19.8% (N=16) of the sample had traveled 50+ miles to access trans related therapy services, some (N=4) even traveled 100+ miles. Participants also reported being refused treatment due to their perceived gender and/or sexual identity from a variety of health care providers. Implications of the results are manifold and will be discussed.

Exploring the Psychometric Properties of the Stigma Consciousness Scale for Appalachian Students

Chelsea G. Adams, Amanda R. Butz University of Kentucky

Negative stereotypes about Appalachia prevalent in local and popular culture may influence how outsiders perceive individuals from these communities (Gorski, 2012). Individuals high in stigma consciousness (i.e., awareness of stereotypes about their group) might forego opportunities to disprove stereotypes about their group (Brown & Pinel, 2003; Pinel, 1999). The purpose of this study is to examine the psychometric properties of Pinel’s (1999) Stigma Consciousness Scale, modified for use with rural Appalachian adolescents. Students in Grades 6-12 from a rural Appalachian community responded to 8 items assessing stigma consciousness at two time points, Spring 2013 (n = 449; α = .89) and Fall 2013 (n = 455; α = .91). Of the two samples 315 students participated at both time points. Exploratory and confirmatory factor analyses revealed a unidimensional scale. A modest correlation was found between Spring 2013 and Fall 2013 scores (r = .470, p < .001). Fall 2013 scores were significantly higher than Spring 2013 scores, t(314) = -6.143, p = .001. Stigma consciousness was significantly related to eastern Kentucky identity (r = .136, p = .01) and educational aspirations (r = .125, p = .02). No relationship was found between perceived social status and stigma consciousness. Findings suggest that further modification to the stigma consciousness scale would improve the validity of this instrument. Suggestions for future research and improvement of the scale are discussed.

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It Makes Research Better!: Initial Results from a Qualitative Study about Joint Displays in Mixed Methods Research

Khahlia Sanders, Vicki L. Plano Clark, Ph.D. University of Cincinnati

Although mixed methods approaches offer great potential, the value of using mixed methods research is not realized if the researchers do not effectively integrate the quantitative and qualitative components of their study (Teddlie & Tashakkori, 2009). The purpose of this research is to describe how experienced mixed methods researchers develop and use joint displays to facilitate integration in mixed methods research. Building on a prior analysis of published joint displays (Plano Clark & Sanders, in press), we are purposefully selecting and interviewing mixed methods researchers who have made effective use of joint displays. With the completion of four interviews, mixed methods researchers initially highlight “the importance of having an in-depth knowledge of your research study” and “the importance of creative uses of software”. This research study will provide insights and advanced guidelines to assist researchers in the development in of joint displays that explicitly integrate quantitative and qualitative aspects in the context of mixed methods research.

Saudi Arabian Student Perceptions of Oral Classroom Participation

Rimma Maddox University of Cincinnati

This Mixed Methods study investigates Saudi Arabian student perceptions of oral classroom participation. The goal of the study is to understand how to enhance students' experiences in US classrooms. A Convergent Parallel Design is utilized. Data is gathered through surveys and interviews.

PAPER SESSION I 8:50 A.M. SELF-EFFICACY PORTER BUILDING ROOM 116 FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF CINCINNATI Pre-Service Elementary Teachers' Beliefs about the Role of Trees in an Ecosystem

Erika Koester, Danielle Wilson University of Kentucky Many prior studies have concluded that understandings of photosynthesis and respiration are limited in undergraduate and middle school students (Lin & Hu, 2003; Yenilmez & Tekkaya, 2006). While previous literature has focused on the processes at the cellular level (Brown & Schwartz, 2009; Parker et al., 2012) and K-12 through college level students, our study aims to investigate how pre-service elementary teachers conceptualize the role of a plant in an ecosystem. Through this investigation, we attained not only their understandings of ecosystems, but also the misconceptions contrived from prior knowledge. Interviews were conducted with undergraduate students enrolled in a teaching education program. Interviewees were shown images depicting plants in a variety of climates and were asked questions pertaining to the source of the plant’s energy, elements needed to survive, and how the plants benefit from the sunlight. After the initial interviews, a follow-up interview was conducted that asked participants about prior class material they received in regards to photosynthesis and the environment. Through the analysis of our data, we found patterns that mimic those discovered in Lin & Hu’s 2003 study conducted with seventh grade students in Taipei, Taiwan. Although their study analyzed the results of ecological concept maps, evidence suggests that students across the globe hold common misconceptions on ecological topics, thus indicating that a lack of conceptual understanding is not limited to a cultural divide.

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Achievement and Self-Efficacy in Science: An Exploration of Student and Teacher Beliefs in Turkey

Dekant Kiran University of Kentucky

Self-efficacy, the judgment of one’s capabilities to attain a desired goal, strongly influences human motivation, cognition, and actual performance (Bandura, 1986, 1997). Students with higher levels of self-efficacy are found to put forth greater effort to successfully complete academic tasks and use different learning strategies (Bandura, 1986; Hoy, 2004). Teachers holding high levels of self-efficacy are more likely to apply innovative teaching strategies in the classroom (Caprara, Barbaranelli, Steca & Malone, 2006) and to keep students concentrated on tasks than teachers holding relatively low levels of teaching self-efficacy (Podell & Soodak, 1993). The purpose of this study is to investigate the relationships among students’ science achievement, their science self-efficacy and their teachers’ teaching self-efficacy. Participants are approximately 3000 Turkish seventh grade students (N = 3000) and their science teachers (N = 130). Data were collected from a large city in middle Anatolia region of Turkey. The instruments used in this study are the Teacher Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), self-efficacy dimension of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1993) and science achievement scores, developed by the researcher. An HLM analysis will be conducted. It is expected that students possessing high levels of science self-efficacy are more successful than their low self-efficacy counterparts and that high levels of teaching self-efficacy and high levels of student science self-efficacy will be positively correlated with students’ science achievement.

Ready Child, Ready School: Educator Perceptions of Child and School Success Indicators and Ready School Practices

Annette Bridges University of Louisville

In this study, the researcher considered educator perceptions of child readiness for school and school readiness for children within the central constructs of ready child and ready school. The skills and abilities that children bring to the school are equally as important as the services and supports that the school brings to the child. The researcher's intention was to investigate whether differences existed in perceptions about ready child and ready school indicators and the implementation of ready school practices between educators working in successful schools and educators working in less successful schools. A non-experimental, quantitative design was employed with cross sectional data analysis of educator perceptions collected through a survey. The analytical procedures included correlational analyses and nonparametric statistical tests. The sample consisted of 185 Kentucky educators who included 43 principals, 82 kindergarten teachers, and 60 preschool teachers. The selection was intentional to ensure that the educators represented schools with scores above the state average (ASA) and schools with scores below the state average on the 2011-2012 Kentucky Performance Rating for Educational Progress (K-PREP). The researcher found significant differences between ASA and BSA educator (a ) rankings of ready child indicators of health and physical well-being and approaches to learning; (b) rankings of the ready school indicator transition; and (c) rating of the teacher ready school practices. The findings suggest that school leaders, including staff, should consider examining their perceptions of the ready child and the ready school to ensure every child who enters Kindergarten has optimal opportunities for successful school experiences.

Self-Efficacy and Mindfulness in Appalachian Adolescents

Brianna McCrea, Rachel Husk, Sam Chenot, Olivia Pumprey, Erin Koeninger, Maria Pamelia University of Kentucky

Academic self-efficacy, hypothesized by Bandura (1997), refers to students’ beliefs in their ability to complete a task and is positively related to academic performance (Pajares, 2006). Bandura hypothesized four primary sources of self-efficacy: mastery experience, vicarious experience, social persuasion, and physiological state. For example, if a student has high anxiety while doing math, that negative physiological state will have a negative

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effect on her self-efficacy for completing math tasks. Mindfulness has been defined as the observation of one’s ongoing experiences, both internal and external, without judgment (Zelazo & Lyons, 2012). Mindfulness has been linked to psychological well-being and to lower states of stress. Techniques to increase mindfulness share a focus of sharpening concentration, building emotion regulation skills, effectively managing stress, and gaining self-knowledge (Greenberg & Harris, 2012). A Mindfulness-Based Stress Reduction Program was shown to help urban male youth experience less anxiety (Sibinga et al., 2013). Mindful learning has also been shown to help middle school girls perform as well as their male counterparts on novel math tasks (Anglin & Pirson, 2008). We sought to examine whether students’ mindfulness and self-efficacy are positively related. Participants were 544 students in Grades 6-12 in rural Appalachia. Students completed an online survey of validated measures assessing the four sources of self-efficacy (25 items), mathematics self-efficacy (8 items), self-efficacy for self-regulation (11 items), and mindfulness (15 items). Correlations will be used to examine the relationship among the variables. Regression analyses will be used to examine the relationship between mindfulness and self-efficacy and its sources.

PAPER SESSION II 10:05 A.M. – 11:15 A.M. Presentations will run consecutively within each room. Please select a topic and listen to each presentation in your selected room. In Paper Session II presentations will occur in 15-minute intervals at 10:05, 10:20, 10:35, & 10:50. Following the presentations there will be a 10 minute Question & Answer period starting at 11:05.

PAPER SESSION II 10:05 A.M. QUANTITATIVE METHODOLOGY PORTER BUILDING ROOM 102 FACILITATOR: DR. JASON IMMEKUS, UNIVERSITY OF LOUISVILLE Does Method Matter? The Performance of Different Inferential Tests in Detecting Multilevel Mediation Effects

Zuchao Shen University of Cincinnati

Concerning statistical power when mediation effects exist and Type I error rates when mediation effects do not exist, previous research had found the performance of different inferential tests of mediation analysis were inconsistent with each other in simple level mediation. However, it is more common in education that mediation effects happen in multilevel rather than merely at single level. Literature is incomplete about the performance (i.e., statistical power, Type I error rates) of different inferential tests of mediation analysis in multilevel settings. To properly assist researchers in detecting multilevel mediation effects, we investigated the performance concerning statistical power and Type I error rates of several common inferential tests (e.g., first-order delta method, second-order delta method, distribution of the product, parametric bootstrap confidence interval, Monte Carlo confidence interval, and joint significance) in multilevel settings. Specifically, using simulation we examined the performance of different inferential tests in 2-level mediation analysis along several primary design dimensions: 1) different 2-level mediation models, 2) different type of designs (i.e., balanced design and unbalanced design), 3) different sample sizes at different levels, 4) different magnitude of the mediation effect and direct effect, 5) the variation of ICCs. The most trustworthy inferential tests that can balance practical and performance considerations in multilevel mediation analysis were recommended.

Academic Engagement in the STEM Subjects

Kathleen Cash University of Louisville

Academic engagement is a multidimensional affective characteristic of students that is believed to be highly correlated with achievement in school settings. Measuring academic engagement in students can be difficult because level of engagement among students is believed to be subject-specific. In particular, with increasing

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desire to interest students in the STEM subjects, researchers need an instrument to measure engagement for these subjects across grade bands. This prospective project will explore the development of an instrument to measure three domains of academic engagement (behavioral, emotional, and cognitive) for students in grades 1 - 5 in the STEM subjects. This presentation will describe the design of the instrument and plans for the validation process including initial conception, content validation, exploratory factor analysis, confirmatory factor analysis, internal reliability, and external validity.

Development and Validation of the Self-Perceptions in Algebra Scales

Jonathan Watkins University of Louisville

With the recent focus on college-readiness in the U.S., researchers are beginning to spend more time studying incoming college freshmen. One major area of interest is students’ academic self-perceptions (i.e., their academic self-concept and self-efficacy). Unfortunately, there are very few affective instruments that have been designed to measure college students’ self-perceptions, especially in mathematics. For these reasons and others, I developed an affective instrument to measure college students’ self-perceptions in algebra, which is the most common area of study in mathematics for college students. I developed two scales for my self-perceptions in algebra instrument: one to measure self-efficacy (i.e., students’ perceptions of their ability to perform specific algebraic tasks) and one to measure self-concept (i.e., students’ perceptions of their general ability in algebra). In particular, I developed eight self-efficacy items, ranging from pre-algebra to college-algebra tasks, and seven self-concept items; some original and some adapted from other self-concept scales. During the development process, I considered ways of addressing content, construct, and criterion-related validity. Afterward, I investigated the factor structure of my self-perceptions survey using exploratory factor analysis (EFA). Based on this analysis, I found that the sets of items developed for the self-perceptions in algebra scales loaded on two distinct factors, and both scales exhibited strong internal consistency.

Variable Selection for Propensity Score Matching on Prognostic Strata

Jiaqi Zhang University of Cincinnati

Propensity score which is defined as the conditional probability of assignment to a particular treatment given a vector of observed covariates. As an alternative to the PS, the prognostic score is developed to summarize covariates’ association with potential outcomes, also reducing the dimension of covariates. In this present simulation study, we evaluated whether a correctly specified prognostic score model can help improve a mis-specified PS model, with a special focus on the “nearly confounders”. Combining PS with prognostic score provides a new perspective on thinking about matching, especially when there is little overlap of propensity score. Even when PSM provides an acceptable matching result, combining prognostic analysis could reduce the overall bias more, and the covariates are more balanced. Most importantly, researchers can take both treatment and outcome variables into consideration simultaneously.

PAPER SESSION II 10:05 A.M. STUDENT SUCCESS PORTER BUILDING ROOM 107 FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF CINCINNATI Effects of Teaching the STEM Bicycle Curriculum on Student Attitudes towards STEM

Cijy Elizabeth Sunny, Dr.Castaneda-Emenaker University of Cincinnati

This exploratory research study intends to find the effects of teaching the STEM bicycle after-school curriculum on the middle school and high school students’ attitudes towards Science, Technology, Engineering, and Technology (STEM) and STEM careers using a paired comparison pre-post survey design. There are 135 participating students from nine different schools across Ohio and Kentucky. Guzey, Harwell, & Moore (2014)

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noted that an integrated STEM curriculum should improve STEM interest and change attitudes positively towards STEM. Also, per Gibson & Chase (2002), interests and attitudes in science develop early on in a student’s life and by middle school these attitudes are firmly set and difficult to vary. As Rukavina, et.al. (2012) posited, mental and physical engagement of students are quite essential to develop interest, understanding, confidence, self-efficacy, and long-term retention in the sciences. Additionally, Hegen et.al. (2012) indicated that a curriculum that is technology centered, practice-oriented, exploratory, and argument-driven steer the minds of students towards a deeper understanding and learning of STEM fields and helps them pursue careers in science and computing. Thus, this study focuses on the effects of the implementation of an integrated STEM bicycle after-school curriculum that includes hands-on activities leading to actual building of bicycles. These activities provide opportunities for students to explore and apply classroom theories to real-life situations meant to help students appreciate STEM and propel career choices toward STEM. Results of this study will help motivate education researchers and practitioners to develop more integrated after-school STEM curricula with relevant hands-on activities.

The Impact of Teacher Implementation on Student Understanding: A Case Study

Gwen Martin, Morgan Mattingly University of Kentucky

Teacher implementation has been hypothesized to have an effect on student learning (Fishman et al., 2001). A case study was conducted of eight sixth-grade students, four from each of two teachers. Students were classified as high- or low-performing based on pre-assessments. Teachers (Land and Green) received the same professional development (PD) on an integrated science/mathematics curriculum called Realistic Explorations in Astronomical Learning (REAL). We examined the ways in which teachers who received similar PD and materials assimilated them within their own classrooms and how this influenced student understanding. In analyzing videos of lesson enactments and pre/post interviews conducted with eight students, differences were found in implementation and in student understanding between the two teachers’ classes. When enacting the “Moon Finale” lesson, Land’s students used foam balls and light to model the Earth/Moon/Sun system in small groups. Green modeled the system (same materials) while her students observed from their seats. Green’s students began the REAL unit with minimal vocabulary compared to Land’s as evidenced in the interviews. Green’s students did not attempt to give in-depth explanations during pre-interviews while Land’s attempted to make sense of the phases. In post-interviews, Land’s high-performing students showed few misconceptions (terminator line direction incorrect). While there were improvements in vocabulary and advancement of spatial reasoning with Green’s students, they still held their original misconceptions and maintained primitive Earth/Moon/Sun system understanding. All low-performing students improved somewhat upon their partial understandings of the Earth/Moon/Sun system. This study suggests that proximity of teacher implementation to PD affects student understanding.

At-risk Adolescents, Autonomy, Relatedness, & Stigma: A Story of Interaction

Rebecca Stacy Jones, Angela Kim, Caihong Li, Yin Chen, Rob Neeley University of Kentucky

Self-determination theory describes intrinsic motivation as a function of having fulfilled three fundamental human needs: to feel autonomous, related to others, and competent (Ryan & Deci, 2000). Students who are more intrinsically motivated do better in school (Niemiec & Ryan, 2009). Students in the U.S. with persistent low achievement are considered “at risk” and may be recommended to attend school in an alternative learning environment (Gold & Mann, 1982; Lehr, Tan, & Ysseldyke, 2008). Some research has shown that students attending low achievement schools report feeling socially stigmatized (McNulty & Roseboro, 2009). Other research suggests that attending alternative schools can increase student’s sense of autonomy and interpersonal support (Saunders & Saunders, 2001). Little research has investigated the relationship between perceived autonomy, a sense of relatedness, and experiences of stigma within this vulnerable population of adolescents. The purpose of this study was to examine these relationships among high school students (N = 126; Mage = 17) attending an alternatives school in a mid-sized U.S. city. Students completed a survey comprising the

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Psychological Sense of School Membership scale, the Perceived Autonomy Scale, and a modified version of the Stigma Consciousness Scale that measures stigma originating outside the school (Black & Deci, 2000; Goodenow, 1993; Pinel, 1999). Correlational analyses will be used to examine the relationships among autonomy, relatedness, and stigma. Our hope is that findings from this study will assist educators in better understanding at-risk students’ intrinsic motivation.

Student Engagement and College Readiness in Mathematics

Leah Dix White University of Louisville

The title of this proposed dissertation study, Student Engagement and College Readiness in Mathematics, extends reformed education research to consider college readiness as an outcome measure. The purpose would be determining the relationship if any between reform mathematics teaching that engages learners and college readiness in mathematics. The implications for mathematics teachers and educators could influence school policy and stakeholders when addressing issues of mathematics achievement, and college readiness particularly for disadvantaged students.

PAPER SESSION II 10:05 A.M. SOCIAL JUSTICE PORTER BUILDING ROOM 113 FACILITATOR: DR. SHELLEY THOMAS, UNIVERSITY OF LOUISVILLE Helping the Fish Discover the Water: Culture and Unexamined Biases among Pre-service Teachers

MiKeiya Morrow, Blanka Angyal University of Kentucky

As classrooms in the United States become increasingly heterogeneous, it is imperative that educators and school systems work to meet the academic, social, and cultural needs of diverse students. Critical self-reflection is a key component of culturally responsive pedagogy that requires that educators honestly examine personal beliefs, assumptions, and fears arising from cultural differences. Still, pre-service teachers often demonstrate limited insight into their personal biases and/or low motivation to engage in critical self-reflection. This discussion will highlight current literature and research on culture, diversity, unexamined biases, and critical self-reflection in education. Facilitators will discuss the importance and challenge of addressing issues of diversity and multiculturalism with pre-service teachers. Attendants will be provided with strategies for identifying and leading difficult dialogues, and suggestions for responding to challenges related to cultural diversity and unexamined biases.

Multiculturalism in the Classroom: ELL and Political Correctness

Candace Barger University of Cincinnati

For this research paper I intend to discuss the challenges educators face in instructing English as a Second Language Learners. I will talk about culturally relevant pedagogy within urban schools and the necessity of making all students feel welcome and important. Part of the paper will deal with political correctness and how to engage smaller minorities within larger ones. Too often our Hispanic and Chinese students are ignored in predominantly African American schools. There is recognition of the achievements of famous African American men and women but too often other cultures are left out. This needs to change in order for these students to feel as though they are a part of the school and its culture.

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Examining Racism and White Ally Development among Counseling Psychologists

Katy Haynes Owen University of Kentucky

Historically, research has focused on White individuals’ initial responses to learning about White privilege (WP) and other indicators of early stages of White racial identity development (WRID). However, the literature is relatively sparse regarding the understanding the experiences of racial identity development in White individuals who are beyond initial introductions to racial awareness, such as Counseling Psychologists (CPs). The assumption is that Counseling Psychology professionals are adequately trained to provide efficacious mental health services and engage in culturally sensitive work activities; however, research indicates that Black clients, colleagues, and graduate students experience racism, such as microaggressions, when interacting with White CPs (Constantine, 2007; Constantine, Smith, Redington, & Owens, 2008). The current study seeks to address the overarching question: how do racism and ally-ship manifest in the cognitions, emotions, and behaviors of White Counseling Psychology faculty members who identify as white allies to Black Americans? A sample of White, tenured Counseling Psychology faculty members from Predominately White Institutions will be interviewed. Interviews will focus on personal and career experiences with ally development and racism. All interviews will be audio recorded and transcribed. To enhance objectivity in data analyses, CQR utilizes a research team of 3 - 5 individuals. The team process involves several cycles of individually reviewing data that is followed by the team arriving at a consensus of the official domains, core ideas, and categories. An auditor reviews the data to provide an objective perspective. Data analysis is complete once the team and auditor reach consensus about the final codes/themes that best organize and represent the interview data.

Exploring Sport-Based Educational Programs in the United States

Per Svensson University of Louisville

The use of sport as a tool to promote social change has grown to new proportions with the establishment of so called sport for development and peace (SDP) organizations (See Coakley, 2011; Coalter, 2010; Guilianotti, 2011; Kidd, 2008). SDP broadly refers to the use of sport and physical activity as a tool for promoting positive social change in diverse contexts (Burnett, 2009; Kay & Spaaij, 2012). These types of sport-based educational programs exist in metropolitan areas throughout the United States (Up2Us, 2015). Yet little is known about how these U.S. nonprofit entities use sport as a catalyst for promoting social change in their respective communities. Therefore, the purpose of this presentation is to share findings from a recent qualitative inquiry of 18 SDP organizations operating in urban settings across the United States. Findings from semi-structured interviews with executive directors highlight a broad range of innovative ways that practitioners are utilizing sport-based educational programs in attempts to address social issues. Scholars have brought attention to the potential value of critically grounded sport-based educational programs that empower youth to participate in the transformation of their local social issues (Hartmann & Kwauk, 2011). However, prior literature suggests most SDP programs are implemented with little or no consideration of local needs or broader historical, social, political, and economical contexts (Darnell, 2007). Findings shared in this presentation will highlight examples of different organizational approaches, program models, and underlying program assumptions. Each of these findings will be critically examined and practical implications will be discussed.

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PAPER SESSION II 10:05 A.M. HEALTH & CULTURE PORTER BUILDING ROOM 114 FACILITATOR: DR. MEG HANCOCK, UNIVERSITY OF LOUISVILLE Determining the Drive behind Agricultural Education Students’ Participation Levels in Constructing Cost-Effective Rollover Protective Structures (CROPS)

Morgan Schafbuch University of Kentucky

The purpose of this study is to determine how constructing a rollover protective system using agricultural mechanic skills and learning about tractor safety through curriculum, along with meeting actual farmers, motivates students towards completing a Cost-Effective Rollover Protective Structure (CROPS) in their agricultural mechanics class. The Apprenticeship of Observation is a common theme among farm safety instruction. This study will investigate how implementing a hands-on learning opportunity with a curriculum component in a classroom setting can be understood in terms of the apprenticeship of observation theory and self-determination theory. This project will be an empirical study aimed to investigate two primary research questions: a) How does student self-determination towards CROPS increase when given the opportunity to make an impact on local community members?, and 2) Does a program designed to teach transferrable skills motivate students to continue working in similar areas? Participants in the study will be students (N ~200) enrolled in low-income schools throughout rural Appalachia in Kentucky, Tennessee, and North Carolina, where tractor rollover accidents are common. A survey will be developed and administered to measure students’ self-determination towards constructing CROPS in the future with the skills and attitudes attained from their hands-on learning experience. Specifically, the Intrinsic Motivation Inventory (IMI) will measure students’ interest in CROPS, the value and usefulness of constructing CROPS, and their new attitudes and feelings regarding tractor safety. Data will be analyzed to determine the how taking part in the CROPS might be related to students’ self-determination in agricultural mechanics and tractor safety.

A Content Analysis of Health Promotion Messages That Have Included or Targeted People with Disabilities (PWD) in Jamaica from 2009 – 2014

Alicia Aikens University of Cincinnati

People with disabilities (PWD) are usually excluded from health promotion and education messages in the Jamaican media scene despite their higher risks of disease mortality and morbidity. The purpose of this study is to use a well-defined content analysis procedure to identify the number of health promotion messages that have targeted or included PWD in Jamaica from 2009 to 2014. The types of media that will be examined are radio and television advertisements. PWD represent one of the most vulnerable and marginalized groups in Jamaica. Many of them live in extreme poverty, are uneducated, and generally prone to discrimination and violence. The Millennium Development Goals (MDGs) 5 and 6 reiterate the notion that an essential component in achieving universal health is the inclusion of PWD in development programs and initiatives. The study intends to show that access to health services is not just the provision of ramps, but competent and specially trained health care professionals, strong supporting policies to facilitate and foster inclusion, and a more positive perception of PWD. General negative attitudes towards PWD have been seen as one of the major challenges for the success of a program or intervention. With knowledge of the reasons for these perceptions, it might be useful for planners to design interventions that will help to dispel certain misconceptions that are held by the general population. Additionally, the media are potent tools of communication and so this study intends to suggest recommendations for the various ways the media might include PWD.

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Electronic Cigarette Advertisement on the Internet - Implications for Public Health

Teminijesu John M. Ige University of Cincinnati

Electronic cigarettes (e-cigarettes) have become a major public health concern due to their increasingly wide-spread use, especially among youth, despite inadequate evidence about their safety and efficacy. The internet has become an important tool for e-cigarette advertisement, even as their popularity and amount of use increases. Thus, the purpose of this study was to examine e-cigarette websites in order to assess the current status of their advertisement and to determine the implications for public health. The websites of 40 of the most popular e-cigarettes in the United States were identified from Google search results using these terms: “electronic cigarette”, “e-cigarette”, and “e-cig”. A sample of 262 picture advertisements drawn from the 40 websites were coded for features such as health claims, disclaimers, flavors, color, design, and use of human models. This data has been collected and is currently being recorded for statistical analyses. The results of the analyses are expected to provide evidence on the public health implications of e-cigarette advertising on the internet in order to inform public health action, especially with regard to present and future regulations on tobacco product advertising.

Is eSport A Threat to Traditional Sport?

Samuel Schmidt University of Louisville

eSport, defined as “professional video game competition” (Wingfield, 2014, para. 4), is an industry modeled after traditional sports such as football, basketball and baseball (Breslau, 2012). Comprised of coaches, sponsors, salaries, sponsors and spectators, eSport incorporates many of the same key elements as traditional sport (Segal, 2014). The growth of eSport viewership is beginning to rival spectator numbers of commonly watched sports like football, basketball and baseball. Over 32 million viewers tuned into the 2013 World Championship of League of Legends (Beck, 2013). To put this into perspective, the 2013 National Championship for college football, 2013 National Basketball Association Game 7 and 2013 World Series had fewer viewers than 26 million viewers (Schwartz, 2014). Given the growing popularity of eSport, the aim of this study was two-fold. First, this study was designed to understand the growth of eSport and determine if eSport should be perceived as a competitor to traditional sport. Second, this study explored if the growing popularity of eSport might result in decreased consumption of traditional sport. Through a quantitative instrument, members of the eSport community were asked their spectator habits of traditional sport (a) before they started spectating eSport, (b) after they started spectating eSport, and (c) their current eSport spectating habits. Results showed that 57% of participants who watched both eSport and traditional sport saw a decrease in traditional sport consumption after they began watching eSport. This study gives preliminary results that will further lead to a line of research on the eSport industry.

PAPER SESSION II 10:05 A.M. HIGHER EDUCATION PORTER BUILDING ROOM 116 FACILITATOR: DR. JEFFREY SUN, UNIVERSITY OF LOUISVILLE Examining the Perceptions of First-Year STEM Students on Retention Factors at a Caribbean University

Joy A. Cox University of Louisville

The study explored the relationship between first-year STEM students’ characteristics and institutional experiences associated with re-enrollment status in first-year Caribbean students. The research was conducted during the students’ first semester at two campuses of a premier Caribbean university. Students’ satisfaction with the advising process, a program perceived in the literature as contributing to student’s persistence and retention, was also explored. This study tested the relevance of Tinto’s (1993) Longitudinal Model of Institutional Departure to the Caribbean tertiary level education system. The study adopted a survey design, and binary logistic regression analysis was used to determine the effects of the independent variables on re-

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enrollment. The predictor variables included the campus that the student attended as well as student attributes including sex, race, secondary school academic achievement, degree aspiration, parental education, residency, and financial concerns. Additionally, the institutional experiences comprised student interaction with faculty, faculty concern for students, academic and intellectual development, institutional and goal commitments, and peer-group interaction as measured by the Institutional Integration Scale (Pascarella & Terenzini, 1980). The binary outcome variable was “intent to re-enroll” in the university in the second semester. The results indicated that there was a difference in the chances of a first-year student re-enrolling on each campus. The significant predictors of re-enrollment status for the second semester were secondary school science and math GPA, parental education, and students’ institutional and goal commitments. Students seemed to be somewhat dissatisfied with the overall academic advising process at both campuses. Implications for practice and future research were also considered.

Strategies, Actions, Behaviors, and Influences for Academically Successful First-Generation, Low-Income College Students from Rural Areas at an Urban, Research Institution

Aaron Phillips University of Louisville

First-generation and low-income students have been at a greater risk of attrition and have graduated at lower rates compared to other students. Furthermore, there has also been a great deal of research on these students as well as the reasons for these aforementioned challenges and obstacles. Despite this, however, there are first-generation and low-income students who have been successful and have graduated. The purpose of this study is to reveal what strategies, practices, actions, and behaviors low-income, first-generation students from a rural background employ and engage in to persist and be academically successful. The major findings of the study included the need to build a support network on campus, that a rural upbringing provides students with many assets and strengths that can be beneficial at the university, that the university is doing a positive job for students who are from first-generation and low-income backgrounds, and finally, that participants were heavily involved and engaged on campus and that this certainly contributed to their persistence and academic success. Student affairs professionals and higher education administrators must look for ways to further increase the likelihood that first-generation, low-income students from rural areas will persist, be academically successful, and ultimately graduate. Furthermore, researchers and academicians should focus more research specifically on students from rural backgrounds. Essentially, understanding the unique characteristics such as strengths and assets as well as challenges and obstacles is paramount in working with this student population and more research would lead to greater knowledge about this specific population of college students.

Self-regulation and calibration in undergraduate biology students

Trisha Turner, Natashia N. Cheatham, Faith L. Jones, Brittany L. Waiters, Mikah J. Pritchard, Sydney T. Covington, Dekant Kiran, Arlena Wilson, Ellen L. Usher University of Kentucky

Self-regulated learning is a process by which students develop goals, select strategies, and monitor their performance in order to complete specific tasks. Students who are self-regulated while studying monitor their performance and study tactics, modifying them when necessary (Stone, 2000; Winne & Jamieson-Noel, 2002). One way researchers have assessed students’ metacognitive awareness is by calculating the difference between their estimated and actual task performance. (Winne & Jamieson-Noel, 2002; Labuhn, Zimmerman, & Hasselhorn, 2010) The discrepancy between expected and actual performance can be viewed as an indication of a student’s calibration. Well-calibrated students are tuned in to what they know and regulate their work strategies accordingly. Poorly-calibrated students are unaware of what they know and may be at risk academically (Lin & Zabrucky, 1998; Stone, 2000). The purpose of this study was to examine the discrepancies among undergraduate students’ (N = 306) expected and actual exam scores in an introductory biology course. Students study habits will be investigated as a predictor of calibration success. Data were collected in fall 2014 at a large U.S. Southeastern university. Prior to the exam students completed a brief survey about the grade they expected to receive and which study strategies they used to prepare for the exam. This survey was

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administered to the students four times, preceding their biology exams. Students did not receive feedback about their completed exam until after the survey had been completed. Analyses will focus on accuracy of students’ predictions over time. Results will be discussed. Examining the Social Justice Identity of Academic Counselors in a Postsecondary College of Education

Kimberly Sanders, Brittany Inge University of Louisville

Bold articulation of diversity within higher education institutions is more common than ever; however, questions remain as to who has ownership over diversity and to what extent practitioners enact a social justice mission. Academic advisors are particularly important as they serve and shape undergraduate students and institutions in numerous and subtle ways, work that requires multicultural competencies. This study investigates how academic advisors working with marginalized student populations are able to realize their roles as social justice advocates for the students they are called to serve. Findings relate to the ways in which practitioners at all levels are implicated by equity and diversity agendas, institutional policies and practices, and increased accountability measures.

KEY NOTE SPEAKER 11:25 A.M. BALLROOM DR. REGINA WERUM, PROFESSOR DEPARTMENT OF SOCIOLOGY PHOTO AND BIO CAN BE FOUND ON THE INSIDE OF THE FRONT COVER

FACULTY BREAKOUT SESSIONS AND ROOMS FOR BOTH 12:00 & 1:50

Ethics of Research and IRB, led by Dr. Denise Cumberland & Dr. Rick Balkin will be held in the Pub Interviews & the Job Market, led by Dr. Jill Adelson & Dr. Ellen Usher will be held in the Boardroom Publishing, led by Dr. Mary Hums & Dr. Gaetane Jean-Marie will be held in the Mary Bingham Room Grants and Funding, led by the Research Deans from each school will be held in the Library

MAPPING THE RESEARCH LANDSCAPE PANEL 12:35 P.M. BALLROOM

PHOTOS AND BIOS CAN BE FOUND ON THE INSIDE OF THE BACK COVER

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PAPER SESSION III 2:25 P.M. – 3:35 P.M. Presentations will run consecutively within each room. Please select a topic and listen to each presentation in your selected room. In Paper Session II presentations will occur in 15-minute intervals at 2:25, 2:40, 2:55, & 3:10. Following the presentations there will be a 10 minute Question & Answer period starting at 3:25.

PAPER SESSION III 2:25 P.M. IDENTITY & GENDER PORTER BUILDING ROOM 102 FACILITATOR: DR. MARY HUMS, UNIVERSITY OF LOUISVILLE Straddling the Gender-Identity Fence: A Search for Strategies to Support Nonconforming Children in the Classroom

Mona M. Jenkins University of Cincinnati

The purpose of this project was to explore the early childhood education experiences of a gender nonconforming child to see how teaching and classroom management strategies support her cognitive, social, and emotional development. Exploring these experiences can be valuable to the field of early childhood education since many traditional preschool classrooms provide a learning environment that can be stressful for gender nonconforming children. Researchers conducted one hour long observation and interview sessions from multiple perspectives in order to gain insight from the experiences of the educators, school administrators, parents, and the gender nonconforming child. All sessions were recorded using an audio recording device with the exception of the interviews for the gender non-conforming child. In an effort to capture an accurate and unbiased viewpoint, interviews were substituted with PhotoVoice. The observation and interview sessions were transcribed and analyzed to determine replicable practices likely to improve how educators, school administrators, and parents can contribute to the cognitive, social, and emotional development of gender nonconforming children in the classroom. New practices were proposed based on constructive lessons as well as failed situations and outcomes.

Authority, Policy, and Criminalization: A Qualitative Study of Latina/o Youth Perceptions

Amanda Bowers University of Louisville

There is a pressing need to understand and improve interactions between minority youth and school, community, and police authorities. This exploratory study examines those interactions in Fresno County, California through semi-structured interviews with Latina/o youth in a juvenile detention center, along with secondary data analysis, to further research examining the various ways in which Latina/o youth are disproportionately criminalized by the policies intended to protect them. The research team trained staff from a local nonprofit agency regularly working with these youth to conduct the interviews and 24 total were recorded, discussing family, school, community, and police interactions and perceptions. We seek through our analysis to better understand criminalization in school, including education pathways for suspended, expelled, or otherwise transient youth, to explore how it may contribute to their secure placement in a detention facility; to examine how built environment and community context may influence criminalization and/or criminal behaviors; and to better understand perceptions of law enforcement by Latina/o teens in California. Methodology, identification of major themes, and implications for school administration and law enforcement will be discussed.

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Exclusion within Inclusion: The Social Experiences of Preschool Children with IEPs in an Inclusive Preschool

Allison JoAnn Lester, Jennifer Horwitz University of Cincinnati

The purpose of this study is to investigate the ways in which children ages three to five years old with identified IEPs engage in play with their peers in different social learning environments within an inclusive preschool at different times during the school year. This ongoing case study is using a modified behavior mapping method, interviewing methodologies, and an adapted Photovoice method. The practitioner researchers of this study anticipate that a better understanding of the peer relationships of preschoolers with identified IEPs and the effects of social learning environments has the potential to provide relevant and useful information to important contemporary clinical and practice issues. In this presentation we will explore the key features of this case study, as well as discuss how the digital tools of behavior mapping and Photovoice impact interpretive frameworks.

Examining the Relationship of Gender, Sport Type, and Athletic Identity to Student Athletes’ Career Maturity

Jin Park University of Louisville

The number of student-athletes in the National Collegiate Athletic Association (NCAA) reached an all-time high of over 470,000 in 2014, including 271,055 male and 207,814 female student-athletes (“NCAA Student-Athlete Participation”, 2014). Despite the increased number of student-athletes, few researchers have focused on what factors could influence student-athletes’ career choices, goals, and development. Career maturity has been a valid construct in career studies (Savickas, 1984). Several studies revealed that student-athletes tend to have lower career maturity than general college students (Kennedy & Dimick, 1987; Linnemeyer & Brown, 2010; Smallman & Sowa, 1996; Sowa & Gressard, 1983). Researchers discovered that student-athletes who play revenue-producing sports were more likely to have lower career maturity than those who play non-revenue-producing sports (Blann, 1985; Kennedy & Dimick, 1987; Murphy et al., 1996; Stuart, 1985). However, Smallman and Sowa (1996) found that the career maturity levels of student-athletes in revenue-producing sports and student-athletes in non-revenue-producing sports did not significantly differ. Other researchers discovered that student-athletes with higher athletic identity tend to have lower career maturity (Brown & Hartley, 1998; Lally & Kerr, 2005; Murphy et al., 1996). Furthermore, most aforementioned studies were not generalizable because the studies were conducted with predominantly male samples (Brown & Hartley, 1998; Kennedy & Dimick, 1987; Murphy et al., 1996; Smallman & Sowa, 1996). Considering the lack of comprehensive research on athlete career choice, the purpose of this study is to examine the relationship of gender, sport type (revenue-producing/non-revenue-producing), and athletic identity to student-athletes’ career maturity.

PAPER SESSION III 2:25 P.M. HUMAN RESOURCES & BUILDING COMMUNITY PORTER

BUILDING ROOM 107 FACILITATOR: DR. DENISE CUMBERLAND, UNIVERSITY OF LOUISVILLE The Association of School Experiences and Lifetime Depression in Youth

Angelica Hardee University of Cincinnati

The purpose of the study was to examine the association of school experiences and lifetime depression among youth aged 12 to 17 years from a nationwide sample. This study determined whether the impact school experiences (e.g., how students felt about going to school) have on lifetime depression differs based on sex and developmental age group. Analyses were also conduct to investigate if negative school experiences have a more pronounced impact on males’ lifetime depression than that of females and 12 to 14 year olds than that of 15 to 17 year olds. The study was a secondary analysis of the National Survey of Drug Use and Health (NSDUH) sponsored by the Substance Abuse and Mental Health Services Administration. The Research Triangle Institute (RTI) utilized a stratified multistage probability design to recruit all participants. Participants included in the

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study are youth (N = 17,399) aged 12 to 17 years in all U.S. states and the District of Columbia. The NSDUH is administered by RTI field interviewers and were completed by participants using a computer-assisted interview method in their own homes. All data was analyzed using the IBM SPSS statistical software package. To describe demographic characteristics and adolescent depression, frequency distributions, including ranges, means, and standard deviations were conducted. To determine the impact school experiences has on lifetime depression based on sex and developmental age group, logistic regression will be performed.

Does Organizational Culture Matter to HR? A review of Organizational Culture and High Performance Work Systems

Tracy Richardson and Dr. Meera Alagaraja University of Louisville

Organizational culture is prevalent in academic and popular literature. While the extant literature suggests there is a link between organizational culture and performance the mechanisms in which this linkage occurs are still under debate. One potential mediating factor is the usage of high performance work systems (HPWS) which provide a bundled set of practices such as specific recruiting, performance management and rewards systems and training and development which are aligned to an organizations strategy and subsequently impact organizational performance. Little research has been conducted to discuss the linkage between organizational culture and HPWSs. This paper provides a review of literature of both organizational culture and HPWSs and their relationships to organizational performance and then draws linkages between the relationship of organizational culture and HPWSs. Implications for future research and practice are provided.

Investigating the Perceptions of Training Provided to Resident Assistants in Living Learning/Themed Communities

Dominique Bryan University of Louisville

The purpose of this study is to investigate perceptions of effectiveness of training provided to Resident Assistants (RAs) in Living Learning/Themed Communities (LL/TC) and how this training prepares RAs to perform their daily job responsibilities in those communities. There are six Living Learning/Themed Communities [Engineering, Honors, Pre-Dental Hygiene, Public Health, Bayard Rustin Social Justice (Themed Community), and Metropolitan College (Themed Community)] within the University of Louisville’s Housing and Residence Life. The main purpose of these communities is to "gather students of like interests or majors together in an environment where we can serve and help them to get the most out of their college experience” (UofL Housing& Residence Life, 2015). It is also a place where students can feel safe and get the special attention they need to be successful in college. The role of the RAs living in these communities is to serve as leaders and as a resource for members of the community. The RAs provide monthly programs that help bring awareness and understanding to their communities and serve student members in various ways. LL/TC training is conducted during regularly scheduled RA training typically in August (or January if newly hired in the spring). I will conduct a qualitative inquiry in order to get better insights on how this specialized training has helped prepare RAs for their job duties. Approximately 8-10 participants will be recruited to participate in my study. Subjects will be limited to those RAs who are currently assigned to a LL/TC and who have gone through the specialized training for these RAs. Participants will be interviewed using a semi-structured interview protocol. All interviews will be recorded, transcribed, coded, and analyzed for key themes (Creswell, 2013). The probing questions that this research study will seek to answer are; how effective is RA training? To what extent do RAs feel prepared and equipped to perform their job duties? What recommendations can be made to improve the current training program?

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Change Management in HRD Angela Jorgensen University of Louisville The purpose of this presentation is to examine existing literature regarding the concept of change management within Human Resource Development (HRD) as well as Human Resource Management (HRM) and Organization Development (OD). Included in this conceptual topic are a review of each field for definitions and distinctions, a synthesis of the areas of convergence, and an exploration of the approaches to change management. Additionally, a proposal of an integrated approach to change among the three disciplines, implications for HRD, and recommendations for future research are derived from the information gathered.

PAPER SESSION III 2:25 P.M. QUALITATIVE METHODOLOGY PORTER BUILDING

ROOM 113 FACILITATOR: DR. MAGGIE MCGATHA, UNIVERSITY OF LOUISVILLE Co-creating a Practitioner Inquiry Community: The Politics of Facilitation

Annie Straka University of Cincinnati

The goal of this study is to understand and explore my experience co-facilitating a practitioner inquiry community with my colleagues. I approach this project from an action research stance, as an insider studying my own organization (Anderson, Herr & Nihlen, 2007; Cochran-Smith & Lytle, 2009; Coghlan & Brannick, 2010). This project is grounded in Cochran-Smith and Lytle’s (2009) concept of “inquiry as stance” as a “grounded theory of action that positions the role of practitioners and practitioner knowledge as central to the goal of transforming teaching, learning, leading and schooling” (p. 119). The formation of the inquiry circle itself is intended to create a space that allows participants to explore the dialectic tension that exists between research, practice, and knowledge. I am specifically interested in understanding the ethical, political challenges that arise in facilitating a practitioner inquiry group among peers. I plan to utilize portraiture methodology; a qualitative, feminist, artistic methodology that is similar to ethnography in that the portraitist seeks to describe, understand and interpret complex human experiences (Lawrence-Lightfoot and Davis, 1997). Following the portraiture methodology, the data for this project is being collected from various sources so that I am able to construct a complex portrait of the inquiry circle. This project is currently in the data collection phase, so preliminary analysis and reflection on the research process will be shared in this presentation.

Reading between the Lines: Coding for Race, Gender, and Class in Visual and Text-Based Data

Peggy Shannon-Baker University of Cincinnati

How does a researcher discuss how race, gender, and/or class are present in data even when these are not explicitly there? Are there certain signifiers or codes in visual and textual data that reveal a discourse about race, gender, and class? I will consider these questions in this presentation. This research is based on my dissertation, which explores how students’ experiences of culture shock from an international educational experience are coded with race, gender, and class. Culture shock, generally, is the socio-emotional response to being in a new, cross-cultural environment, and typically entails feelings of anxiety, confusion, frustration, and a sense of being overwhelmed with new cultural expectations. In my study, students in an international program expressed their feelings of culture shock through journals, class discussions, and self-portraits. To better understanding how students represent race, gender, and class in these data, I consulted various theoretical frameworks, including critical race theory, feminist theories, and Marxist theory. These theories provided, in part, some specific signifiers I could look for in the data (e.g., how students described local people or conditions of poverty). In critical race theory, however, seemingly race-neutral topics like merit and equal opportunity are labelled discourses that maintain White privilege and power. In this presentation, I will discuss: this dualism of raced/gendered/classed discourse being “in the data” or “not”; the complicated nature of coding for these

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identities as a White, female researcher from a working class background; and establishing a static frame for coding for race, gender, and class.

Breast Cancer Awareness Messages: Perceptions of Breast Cancer Survivors in the Cincinnati Area

Mary Justice University of Cincinnati

Despite massive attempts to educate the public and raise awareness about breast cancer, this disease remains the most commonly diagnosed non-skin cancer in women. Breast cancer awareness messages and themes may not reflect the actual dilemma of breast cancer in society, suggesting needed changes in breast cancer messages to women. This phenomenological study seeks to discover breast cancer survivors’ perspectives; specifically about the knowledge, assumptions, and behaviors promoted in breast cancer awareness messages, within the context of breast cancer survivors’ lived experiences. Data will be gathered by doing semi-structured, in-depth interviews with a convenience sample of 5-10 women in the Cincinnati area, diagnosed with breast cancer at age 45 or younger, and with a length of survivorship of at least 5 years. Qualitative data analysis will be used to order and code data, formulate meanings, and cluster themes. The results will then be integrated into an in-depth description about the phenomenon of breast cancer awareness messages from survivors’ perspectives. This study will add to the body of knowledge about breast cancer awareness messages and breast cancer survivors in the Cincinnati area. The transferability of this knowledge could have a future impact on health educators who are designing breast cancer health education campaigns. Since health education programs emphasize evidence based messages, this study will provide evidence of the perspectives of those affected by the disease. The results of this study could help inform community-based participatory approaches to health education by involving breast cancer survivors in the planning of educational programs.

Developing an Enterprise Volunteerism Capability through Local Market Volunteer Teams

Leslie Clements University of Louisville

Humana, Inc., a health and well-being company with markets across the United States, has identified employee

volunteerism as an enabler to facilitate the company’s goal to become a leading consumer-focused healthcare

company and improving the health of communities. The Green Bay market’s employee volunteerism

participation rate is well above the rest of the organization’s current rate, due to the existence of a structured

market volunteer team. The purpose of this study was to determine which aspects of the Green Bay model are

scalable and can apply to all, and where is there a need to allow for grassroots efforts and ideas to ensure

success within each unique geographical location.

A needs assessment was conducted to collect and review data from institutional records and focus group

interviews, in order to identify themes that could then be turned into insights, leading to recommendations for a

test pilot of the Green Bay model in the San Antonio market. A deductive coding approach was used to analyze

all of the data, and themes were organized into the three framework categories: process, practice, and

promotion. An opportunity analysis was conducted, resulting in the identification of opportunities for the

implementation process in San Antonio. Each opportunity was evaluated, resulting in five recommendations. A

cost/benefit analysis and a force field analysis were conducted to evaluate each recommendation, resulting in

the determination that the implementation of the San Antonio Market Volunteer Team following most of the

Green Bay processes would be a worthwhile investment.

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PAPER SESSION III 2:25 P.M. POLICY PORTER BUILDING ROOM 114 FACILITATOR: DR. KYLE INGLE, UNIVERSITY OF LOUISVILLE Grasping for Strivers: Factors that Impact Success of TRIO Student Support Services at Kentucky Community Colleges

Nneka Mahalia Moseley University of Louisville

In a day and time when the call for accountability in education is increasing, institutions of higher education and student affairs practitioners are feeling a particular pressure to account for success of underrepresented students. Community colleges are serving students in new ways, but this area of higher education and paths to success are under-studied. The term striver stems from research around low-income students who are able to achieve academically, despite having a “disadvantaged” background (Khalenberg, 2010). While “striver” is a relatively new and sometimes controversial concept, Federal TRIO programs have been serving historically underrepresented students and low-income students for over 40 years. The following study is proposed to answer these questions: 1) What is the profile of “strivers” who use Student Support Service (SSS) in the Kentucky Technical and College System (KCTCS); 2) What aspects of the SSS programs impact students’ success defined as persistence to second year, graduation, and transfer; and, 3) What other factors influence success through student support at KCTCS? Through use of multiple regression analysis, the relationship between participation in KCTCS SSS, various support programs, and success in community college will be evaluated to understand more about which factors are associated with success.

Selling Alma Mater: Institutional Culture and Brand Identity in Higher Education

David Brown University of Kentucky

As part of their efforts to market themselves, colleges and universities create and cultivate their own unique “brand identity”; a set of distinguishing features through which institutions try to differentiate themselves from their peers. For many institutions, these identities spring from their institutional cultures; for example, liberal arts colleges might emphasize small classes and on-campus living, whereas land-grant universities may emphasize their public service mission or their wide range of academic programs. In this way, institutional values are perpetuated among campus stakeholders, communicated to prospective students, and reinforced with alumni. This in-progress research effort focuses on institutions’ uses of brand identity in communicating with each of those three constituencies. To reach potential students in an era when they are confronted with a barrage of information across a variety of media, institutions must attempt to “cut through the noise” as they compete for students’ attention and prospective tuition dollars. Once on campus, students become one of many groups among which institutions must foster support for and belief in collective values. This continuous renewal of institutional culture is accomplished in part through the use of words, symbols, and colors that become a sort of shorthand reminder of the institutional brand and its distinguishing features. Once students’ time on campus ends and they join the ranks of the alumni, institutions use their respective brand identities to evoke nostalgia and pride in their appeals for alumni support. The aim of this research is to help scholars and practitioners better understand effective brand management.

How Much Are You Willing to Pay to Keep Your Favorite Team Around?

Alicia Cintron University of Louisville

Professional sport teams have been able to acquire new publicly funded facilities over the last century, but the exponential growth of construction has skyrocketed over the last 30 years. Between 1990 and 2005, roughly 95 sport facilities were either built or renovated in the United States and cost approximately $2.7 billion, with the public supplementing two-thirds of it (Siegfried & Zimbalist, 2000). Since 2005, 90% of all stadium development

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has cost the public about $8.5 billion (Kellison & Mondello, 2014). While the public continues to fund professional sport facilities, team owners and leagues grow more prosperous and increase in value annually. The growth of stadium construction is partly due to the imminent threat of teams to leave their cities. Because of the limited number of teams in existence and the limit on franchise expansion, teams are able to leverage against a locality. There were 22 franchise moves between 1970 and 1985 and most recently, cities like Seattle (NBA) and Atlanta (NHL) have experienced a team relocate to other cities. Teams have left their respective cities in order to get a more lucrative stadium deal; more commonly, teams are demanding the public fund new facilities for the teams to play in. While there have been examples of the public not having a say in the approval of public dollars to fund stadium projects, there has been limited research on how much they are willing to pay to keep the teams in town. Therefore, the purpose of this study is to introduce the concept of resident’s willingness to pay for professional sport facilities.

Defamation 2.0: How Does the Law of Defamation Work in a Digital Age?

Jeffrey Levine, Chris Hanna University of Louisville

The realm of sport media and information is increasingly migrating away from traditional print and onto the Internet. With the opportunity to use pseudonyms and aliases, the Internet historically affords individuals with a high degree of anonymity to post as they see fit. This anonymity provides relative insulation from legal accountability for one’s actions. This has the effect of encouraging irresponsible conduct such as false statements about individuals. Defamation is a common law cause of action commonly used for verbal or written false statements published about another person that causes financial harm. Common law defamation claims are predicated off knowing the identity of the defendant. When the one making the false statement is in cyberspace with an extra level of protection through anonymity, the plaintiff must spend extra time, money, and effort in an attempt to unveil the identity of perpetrator. This must be done before pursuing damages and other redress. There is no guarantee of legal success. Professional athletes and industry executives have been subject to disparaging rumors started online that caused the victims financial hardship and/or loss of reputation. Public policy demands that a more streamlined, cost-effective method be implemented to provide legal redress. The purpose of this presentation is to explain how the Internet has allowed individuals to skirt defamation laws by posting online with aliases or pseudonyms and illustrate that a public policy void exists. The research will be extended in the future to recommend legal redress.

PAPER SESSION III 2:25 P.M. TEACHER & STUDENT PERCEPTIONS PORTER BUILDING ROOM 116 FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF LOUISVILLE Lessons Learned From "A Comparative Study of Teacher and Principal Perceptions of Professional Learning Communities in Rural Eastern Kentucky"

Jeffrey C. Stamper University of Kentucky

The findings and conclusion to the study entitled, “A Comparative Study of Teacher and Principal Perceptions of Professional Learning Communities in Rural Eastern Kentucky.” This study examined and compared the degree in which teachers and principals of PLC schools in rural Eastern Kentucky perceive the importance of the five dimensions of PLCs as described by Hord as measured by Oliver, Hipp, and Huffman’s Professional Learning Community Assessment-Revised (PLCA-R) survey instrument.

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The Impact of Professional Development on Teacher Beliefs about Engineering

Lori A. Cargile, Cijy Elizabeth Sunny University of Cincinnati

Teacher change is an essential component of recent reform efforts in 7-12 mathematics and science education. Challenge based learning (CBL), an inquiry and activity focused teaching strategy, seeks to increase interest, higher order thought, career knowledge, and collaboration. The 2 teacher participants undergo two summer institutes which focus on integrating engineering into mathematics and science instruction through CBL. The participants are also coached by experienced mentor teachers and retired engineers as they plan and implement CBL units throughout the school year. This qualitative case study illuminates the progression and change of the participants' conceptions of teaching engineering as they are developed professionally. The participants develop intricate knowledge of the engineering design process, but some struggle to meaningfully incorporate career information into their lessons. Most of the participants become more confident in their abilities to teach engineering design. Future studies might focus on the sustainment of the observed changes over time.

A Single Subject Case Study on Teacher’s Perceptions of Engineering

Lindsay Owens University of Cincinnati

In this single subject case study, I used a modified version of Hewson and Hewson’s (1989) Conception of Teaching Science (CTS) interview-about-instances protocol to explore a high school mathematics teachers’ conceptions of teaching engineering (CTE) at the beginning and midpoint of a two year professional development (PD) program. I focused on how the teacher “bounded” what constituted teaching engineering and learning engineering. Several themes emerged in relationship to CTE including teaching engineering involves an application of science and mathematics content and learning engineering involves students engaging in a design process. In addition, several changes in the teacher’s conceptions about CTE emerged between the initial interview and the midway point in which the teacher had implemented three engineering lessons in the classroom. Throughout this case study, the teacher’s conceptions of the Nature of Engineering began to emerge. As engineering takes a more active role as an instructional strategy in the K-12 setting, we need to understand teacher’s conceptions of teaching engineering and views about the nature of engineering if we are to guide teachers in implementing engineering practices through PD programs.

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POSTER SESSION 3:40 P.M. BALLROOM An Investigation of the Relationship between Pre-College Education Experiences and Four Year Degree Completion Rates William Wells University of Cincinnati

Naturally Rigorous? Ecocinema and the Common Core Katherine Reynolds University of Kentucky.

Middle Class, Middle-Aged White Men's Perceptions of Mental Health Issues Surrounding a Medical Event

Meredith L. Threatt, M.S.Ed., LPCC University of Cincinnati

Community Engagement and Education: Opportunities and Barriers Engaged Learning Nneka Mahalia Moseley University of Louisville

Sense of School Belonging and Coping Self-Efficacy among At-risk Youth NamHee Angela Kim, Caihong Li, Ellen Usher University of Kentucky

Acculturation, attachment and coping strategies of mainland Chinese international students Kaifang Zheng

University of Cincinnati

An Exploration and Analysis of Students’ Attitudes Towards Mathematics Amy Stokes, Bill Thornburg

University of Louisville

Minimizing Risk, Maximizing Praxis: The Phenomenological Experiences of Students Engaged in Service Learning Utilizing Peer Facilitated Processing Groups Mitchell Jones University of Cincinnati

Towards a Psychological Approach to Muslim Identity Mozhgan Malekan University of Cincinnati

Spaces for Play: Young Children Experiencing Homelessness Sue Schlembach University of Cincinnati

Effects of Gender and Degree Expectation on Constructs of Math Achievement Brittany Inge, Carrie Christensen University of Louisville

Preservice K-8 Teacher Attitudes Toward and Knowledge of Evolution Ashley Vaughn University of Cincinnati

Overcoming Difficulties with Visual-Motor Integration: Student Adaptive Teaching of Algebra Samantha Marita, Dr. Casey Hord, Salma Ayaz, Taylor Marie Tomaro, Kiyana Gordon, Jennifer B. Walsh, Shelby Haskins

University of Cincinnati

Development of Self-determination and Job Readiness Skills for Student with Autism through Use of Technology Stephanie Alonzo University of Cincinnati

Is College Just a Dream? College Beliefs in At-Risk Youth Rosina Li Caihong, N. A. Kim, S.T.Covington, A.R. Butz, A. Hadeel, E.L. Usher University of Kentucky

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Teachers' Self-Efficacy as an Indicator of Teaching Behaviors Abigail M. A. Love University of Kentucky

A Visual Guide to Proper Nonparametric Statistical Test Selection Timothy Lau, Tyler Upton University of Louisville

Mixed Methods Research in Positive Psychology: A Mixed Methods Methodological Review Rachael Clark

University of Cincinnati

Factors Influencing College Students’ Perceptions of Their Transition to Adult Health Care Rebecca Elkins

University of Cincinnati

Reducing the Harm: Drop Box Programs in the United States Oladunni Oluwoye University of Cincinnati

Diverse Views of Self: Perceived Body Image, Body Satisfaction and Media Use Patterns among African American Women Shameka Y. Neely University of Cincinnati

What are the Identifiable Success Factors for Interventions against Female Genital Mutilation? Teminijesu John M. Ige University of Cincinnati

Using a CBT-Based Therapeutic Community Program to Facilitate Healthy Relationships among Military Veterans and their Families Marilyn Rush-Ossenbeck University of Cincinnati

Utilizing a Peer-Implemented Intervention to Increase Engagement during Group Time Emily Flowers

University of Cincinnati

The Effects of Growth: How the Sporting Industry Impacts the Identity and Socialization of African American Male Athletes Christina Rogers University of Cincinnati

Community Engagement and Education: Opportunities and Barriers to Engaged Learning Nneka Mahalia Moseley University of Louisville

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NOTES

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DIRECTORY Aaron Phillips University of Louisville Education aaron.phillips@louisville.edu

Abigail M. A. Love University of Kentucky Educational Psychology love.abigail.a2@gmail.com

Alicia Aikens University of Cincinnati Health Promotion aikensaa@mail.uc.edu

Alicia Cintron University of Louisville Sport Administration alicia.cintron@louisville.edu

Allison JoAnn Lester University of Cincinnati Education lesteran@mail.uc.edu

Amanda Bowers University of Louisville Education amanda.taylor.1@louisville.edu

Amany Hassan University of Cincinnati Education amanyhh82@yahoo.com

Amy Debelak University of Cincinnati Special Education debelaay@mail.uc.edu

Amy Stokes University of Louisville Education amy.stokes@louisville.edu

Angela Jorgensen University of Louisville Organizational Learning & Leadership akjorg01@louisville.edu

Angela Newcomb, Ph.D. University of Louisville Education Leadership angela.newcomb2@oldham.kyschools.us

Angelica Hardee University of Cincinnati Health Promotion & Education hardeeam@mail.uc.edu

Annette Bridges University of Louisville Education Leadership annettewbridges@aol.com

Annie Straka University of Cincinnati Educational Studies annie.straka@uc.edu

Arlene Wilson University of Kentucky psychology arlenawilson1@gmail.com

Ashley Vaughn University of Cincinnati Education vaughnau@uc.edu

Audrey Conway University of Kentucky Educational Psychology audrey.conway@uky.edu

Bill Thornburgh University of Louisville Science Education wrthor01@louisville.edu

Bo Lowrey University of Louisville Education (Science) kyharleyfan@gmail.com

Brianna McCrea University of Kentucky Psychology blmc224@g.uky.edu

Brittany Inge University of Louisville Education brittany.inge@kctcs.edu

Brittany Waiters University of Kentucky Psychology brittany.waiters@uky.edu

Caihong Rosina Li University of Kentucky Educational Psychology caihong.li@uky.edu

Candace Barger University of Cincinnati Education cndcbarger@yahoo.com

Carrie Christensen University of Louisville Education carriechristensen@sccky.edu

Chantelle A. Barbour University of Kentucky Education (Interdisciplinary Early Childhood Education) caba225@g.uky.edu

Chelsea G. Adams University of Kentucky Educational Psychology chelsea.adams@uky.edu

Chris Berry University of Cincinnati Health Education and Promotion berrycl@mail.uc.edu

Christina Rogers University of Cincinnati Sports Administration rogersc7@mail.uc.edu

Christine Payne University of Louisville Education christine.payne@louisville.edu

Chulhwan Choi University of Louisville Sports Administration nervouschoi@gmail.com

Cijy Elizabeth Sunny University of Cincinnati Education sunnyce@mail.uc.edu

Danielle Wilson University of Kentucky Education danielle.wilson7993@uky.edu

David Brown University of Kentucky Higher Education davidbrown@alumni.uvm.edu

Dekant Kiran University of Kentucky Education dekant.kiran@uky.edu

Dominique Bryan University of Louisville Human Resources and Organizational Development dlbrya10@louisville.edu

Elizabeth Adams University of Cincinnati Educational Studies adamsez@mail.uc.edu

Emily Flowers University of Cincinnati Psychology flowerem@mail.uc.edu

Emma Pridham University of Louisville Human Resources and Organization Development esprid01@louisville.edu

Ericka Hollis University of Kentucky Education ericka.hollis@uky.edu

Erika Koester University of Kentucky Education erika.koester@g.uky.edu

Faith Jones University of Kentucky Psychology faithlawren94@yahoo.com

Gwen Martin University of Kentucky Education gema225@g.uky.edu

Hadeel Ali University of Kentucky Counseling Psychology hadeel.ali@uky.edu

Jason A. Rice University of Louisville Sport Administration jarice01@louisville.edu

Jayden Thai University of Louisville Counseling Psychology jlthai01@louisville.edu

Jeffrey C. Stamper University of Kentucky Education jeffrey.stamper@yahoo.com

Jeffrey Levine University of Louisville Sport Administration jeffrey.levine@louisville.edu

35

Jiaqi Zhang University of Cincinnati Educational Studies zhangjq@mail.uc.edu

Jin Park University of Louisville Sport Administration jinknhs@gmail.com

Jonathan Watkins University of Louisville Education (Curriculum & Instruction) jdwatk01@louisville.edu

Joy A. Cox University of Louisville Education jacox014@louisville.edu

Kaifang Zheng University of Cincinnati Counselor Education zhengkg@mail.uc.edu

Kate McHugh Doyle University of Cincinnati Education mchughk@mail.uc.edu

Katherine Reynolds University of Kentucky Education Policy and Evaluation katherine.reynolds47@gmail.com

Kathleen Cash University of Louisville Education kmcash01@cardmail.louisville.edu

Kathy Lowrey University of Louisville Education kathy.lowrey@kctcs.edu

Kathy Y. Stovall University of Louisville Education kathysr@yahoo.com

Katy Haynes Owen University of Kentucky Psychology kathryn.owen@uky.edu

Khahlia Sanders University of Cincinnati Educational Studies sandeka@mail.uc.edu

Kimberly Sanders University of Louisville Education kimberly.sanders@louisville.edu

Lauren Evanovich University of Louisville Education, Curriculum & Instruction lauren.evanovich@louisville.edu

Leah DixWhite University of Louisville Education lldix002@louisville.edu

Leslie Clements University of Louisville Human Resources and Organizational Develeopment lmclem02@cardmail.louisville.edu

Lindsay Owens University of Cincinnati Educational Studies owensly@mail.uc.edu

Lori A. Cargile University of Cincinnati Education: Curriculum and Instruction cargilla@mail.uc.edu

Lori Foote University of Cincinnati Education footela@mail.uc.edu

Marcia Gail Headley University of Cincinnati Educational Studies marciagail.headley@uc.edu

Marilyn Rush-Ossenbeck University of Cincinnati Mental Health Counseling rushosmj@mail.uc.edu

Mark Stewart University of Louisville exercise science markstewartfcband@gmail.com

Mark William Stewart University of Louisville Exercise Science markstewartfcband@gmail.com

Mary Justice University of Cincinnati Health Promotion and Education, CECH mary.justice@uc.edu

Melody Halbleib University of Louisville Research maisaa02@louisville.edu Meredith L. Threatt, M.S.Ed., LPCC University of Cincinnati Counseling threatml@mail.uc.edu

Meriah Rose University of Kentucky Education meriah.rose@uky.edu

Merryn Cole University of Kentucky Education merryn.cole@uky.edu

Mikah J. Pritchard University of Kentucky Educational Psychology mikah.pritchard@uky.edu

MiKeiya Morrow University of Kentucky Counseling Psychology m.morrow@uky.edu

Mitchell Jones University of Cincinnati Counselor Education and Supervision jmc@mail.uc.edu

Mona M. Jenkins University of Cincinnati Education jenkinmo@mail.uc.edu

Morgan Mattingly University of Kentucky Education morgan.mattingly@uky.edu

Morgan Schafbuch University of Kentucky Education morgan.schafbuch@uky.edu

Mozhgan Malekan University of Cincinnati Education malekamn@mail.uc.edu

NamHee Angela Kim University of Kentucky Counseling Psychology angela.kim@uky.edu

Natalie Hollinger University of Cincinnati Educational Studies hollinna@mail.uc.edu

Natashia Cheatham University of Kentucky Psychology nnch222@g.uky.edu

Nneka Mahalia Moseley University of Louisville Counseling and Personnel Services nmmose03@cardmail.louisville.edu

Oladunni Oluwoye University of Cincinnati Health Education oluwoyoi@mail.uc.edu

Patrice D. DeLeon University of Cincinnati Health Promotion and Education deleonpd@mail.uc.edu

Paula Soder University of Louisville Organizational Leadership pfsoder@gmail.com

Peggy Shannon-Baker University of Cincinnati Educational Studies shannopy@mail.uc.edu

Per Svensson University of Louisville Sport Administration per.svensson@louisville.edu

Rachael Clark University of Cincinnati Educational Studies clark2rk@mail.uc.edu

Rachel Husk University of Kentucky Psychology rmhu224@g.uky.edu

Rebecca Elkins University of Cincinnati Health Education holdenra@ucmail.uc.edu

Rebecca Elkins University of Cincinnati Health Education holdenra@ucmail.uc.edu

Rebecca Gasiewicz University of Cincinnati Educational Studies gasiewre@mail.uc.edu

Rebecca Stacy Jones University of Kentucky Education Psychology Rebecca.jones@uky.edu

36

Richard Kweku Mensah University of Kentucky Education richard.mensah@uky.edu

Rimma Maddox University of Cincinnati Literacy and Second Language Studies foltzera@mail.uc.edu

Robert M. Neeley University of Kentucky Psychology robert.neeley1@uky.edu

Robin Lindquist-Grantz University of Cincinnati Educational Studies lindqurn@uc.edu

Roseline Yunusa University of Cincinnati Health Education/Promotion yunusarj@mail.uc.edu

Samantha Marita University of Cincinnati Education maritasj@mail.uc.edu

Samuel Schmidt University of Louisille Sports Administration shschm02@louisville.edu

Selena Ramanayake University of Cincinnati Educational Studies ramanasm@mail.uc.edu

Shameka Y. Neely University of Cincinnati Health Promotion and Education Neelysy@mail.uc.edu

Stephanie Alonzo University of Cincinnati Education alonzosb@mail.uc.edu

Stephanie Palacio University of Louisville Organizational Leadership & Learning s0pepe01@louisville.edu

Steven Capehart University of Kentucky Exercise Science steven.capehart@gmail.com

Sue Schlembach University of Cincinnati Education schlemse@mail.uc.edu

Sun Kang University of Louisville Sport Administration sun.kang@louisville.edu

Susan Tyler University of Cincinnati Educational Studies tylersn@uc.edu

Teminijesu John M. Ige University of Cincinnati Health Promotion and Education igetm@mail.uc.edu

Timothy Lau University of Louisville Educational Psychology, Measurement, and Evaluation t.lau@louisville.edu

Tracy Richardson University of Louisville HR LD/OD tjrky@yahoo.com

Trisha Turner University of Kentucky Education trishadouin@gmail.com

Tyler Upton University of Louisville Chemistry ltupto01@louisville.edu

Vanessa White University of Cincinnati Education whitevy@mail.uc.edu

Victoria Baah-Binney University of Cincinnati Counselor Education and Supervision baahbiva@mail.uc.edu

VImolmas Tansathitaya University of Cincinnati Health Promotion tansatvs@mail.uc.edu

William Wells University of Cincinnati Education wellswm@ucmail.uc.edu

Xiao-Yin Chen University of Kentucky Psychology xch235@uky.edu

Zuchao Shen University of Cincinnati Education shenzo@mail.uc.edu

University of Louisville

Dr. Melissa Evans-Andris mjevan01@exchange.louisville.edu

Dr. Jill Adelson jladel01@exchange.louisville.edu

Dr. Rick Balkin rsbalk01@exchange.louisville.edu

Dr. Denise Cumberland denise.cumberland@louisville.edu

Dr. Meg Hancock mghanc01@louisville.edu

Dr. Mary Hums mahums01@exchange.louisville.edu

Dr. Jason Immekus jcimme01@exchange.louisville.edu

Dr. Kyle Ingle william.ingle@louisville.edu

Dr. Gaetane Jean-Marie g0jean01@louisville.edu

Dr. Maggie McGatha maggie.mcgatha@louisville.edu

Dr. Robert Pennington robert.pennington@louisville.edu

Dr. Jeffrey Sun jeffrey.sun@louisville.edu

Dr. Shelley Thomas shelley.thomas@louisville.edu

University of Cincinnati

Dr. Holly Johnson holly.johnson@uc.edu

Dr. Victoria Carr victoria.carr@uc.edu Dr. Imelda Castaneda-Emenaker castania@ucmail.uc.edu

Dr. Mark Plano Clark planocmk@ucmail.uc.edu

Dr. Vicki L. Plano Clark planocvi@ucmail.uc.edu

Dr. Chet Laine chet.laine@uc.edu

Dr. Bob Ronau bob.ronau@uc.edu

University of Kentucky

Dr. Robert Shapiro rshap01@uky.edu

Dr. Kristen Mark kristen.mark@uky.edu Dr. Danelle Stevens-Watkins d.stevenswatkins@uky.edu

Dr. Ellen Usher ellen.usher@uky.edu