Presented below, in alphabetical order, you can meet our researchers. Click on their name to read more about them, their research, and their study concentration.
Caro, Lucero
Curriculum and Instruction
RESEARCH TITLE
Translanguaging
ABSTRACT
This study focuses on the use of translanguaging practices to enhance the writing skills of fourth-grade dual language immersion (DLI) emergent bilinguals. The study is inspired by Ofelia Garcia's research, which highlights the benefits of translanguaging in both traditional and bilingual classrooms. The study will employ qualitative research methods to assess the benefits of translanguaging in improving the writing skills of sixteen fourth-grade English Language Learners. Data will be collected through a district-adopted writing essay, audio recordings, and pre-writing packets. The findings will provide insights into the efficacy of translanguaging practices in enhancing writing skills in DLI emergent bilinguals, contributing to the existing body of research on the benefits of translanguaging practices.
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Castro, Catherine
Higher education counseling and students affairs
Catherine is a first-year graduate student in the Higher Education Counseling and Student Affairs program. She began her educational journey at Ventura Community College, then transferred to UCLA where she received her B.A. in Sociology and a minor in Education Studies. With past experiences mentoring students and her current role as an Athletic Academic Advising graduate intern, she hopes to pursue a counseling position at the junior college level serving students with a plan to transfer or student-athletes.
LinkedIn
RESEARCH TITLE
Prevention Education and Fraternity Sex Behaviors
ABSTRACT
College students experience high rates of sexual assault and STI transmission, especially students involved in fraternity and sorority life. While there is a great deal of quantitative research on these issues, qualitative research is severely lacking. The purpose of this study is to obtain qualitative research on how prevention programs impact students' sexual decisions. Symposium participants will discuss how Cal Poly fraternity members refer to their prevention education when making decisions related to their sexual and reproductive health. They will also examine effective aspects of current prevention education. (In collaboration with Samantha Gould, Mya Hurtado, Juan Medina, and Kimiko Smith)
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Chavez, Yesenia
Curriculum and Instruction
Yesenia is a first generation graduate student, she received both her B.S. and Multiple Subject Teaching Credential from Cal Poly San Luis Obispo. Her experience as a teacher has included 1st grade, 2nd grade and is currently teaching a 4th grade dual language immersion class in the Santa Maria Bonita School District. In her spare time, Yesenia enjoys spending time with her husband and 2 children, crafting and being outdoors. Yesenia's most valuable experience at Cal Poly during her time in the graduate program has been transforming her teaching style with the knowledge and direction of her professors. She wishes to stay in her position as a 4th grade dual language teacher and maybe one day work as a TOSA or on-site coach.
RESEARCH TITLE
Effective Practices of a Residency Model Teacher Preparation Program
ABSTRACT
This project evaluates the experiences of residents that completed their teacher preparation program in a residency model format and summarizes the most effective practices, including providing living stipends, effective cooperating teacher partnerships as well as appropriate coursework in the area of focus of the resident. The goal of the program is to retain teachers from diverse backgrounds in high needs schools.
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Dann, Nicole
Curriculum and Instruction
RESEARCH TITLE
Impact of Social Emotional skills on a New Teacher's Experience
ABSTRACT
The objective and purpose of this project is to learn how social emotional skills of new teacher impact their experience teaching during their very first year. This project entails a mixed methods study including semi-structured interviews and weekly reflection surveys collected throughout an entire school year. The large amount of data can provide information on how to best support new teachers and increase their job satisfaction and retention in the profession. The project findings can be helpful for school adminstrators, TIP mentors, teacher preparation programs, and really anyone in the education field who is interested in helping better equip and retain teachers.
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Downs, Daniela
Special Education
RESEARCH TITLE
The Effects of Functional Communication Training with Verbal Output on Disruptive Behavior for a Student with a Learning Disability
ABSTRACT
Functional Communication Training is well supported within the empirical literature as improving behavioral outcomes for children with significant language delays. Research shows children with disabilities will engage in more disruptive behaviors if they have delayed communication abilities. This research study examines how functional communication training via verbal output (GoTalk) affects a child with an intellectual disability. Direct observation data supported the intervention as effective in improving communication during intervention and maintenance phases during the study.
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Elias Valencia, Angela
Special Education
Angela is a first-generation college student from Santa Maria, California. She holds a Bachelor’s degree in Liberal Studies from Cal Poly SLO, and is currently enrolled in the SPED M.S. and Education Specialist Mild/Moderate Credential Program with a Bilingual Authorization. Angela decided to pursue a career in teaching due to the joy she finds in making a difference in students’ lives, especially students with special needs. Her career goal is to be a Bilingual Special Education Teacher in the Santa Maria area. She is committed to help and give back to her community in the best way she knows, which is teaching and using her bilingual skills. As a TIER resident and future SPED teacher, Angela’s goal is to create an inclusive, safe and equitable learning environment for all her students.
RESEARCH TITLE
The effects of a Phonemic Awareness Reading Intervention paired with Video-Self Modeling on the Oral Reading Fluency skills of a student with a Specific Learning Disability
ABSTRACT
The purpose of this study was to investigate the effects of a phonemic awareness reading intervention paired with Video-Self Modeling on the oral reading fluency and reader self-perception of a Student with a Specific Learning Disability (SLD). The results of this study show a moderate increase on the students oral reading fluency and her reader self-perception also increased.
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Espiritu, Zach
Higher education counseling and students affairs
Zach is a multiracial graduate student, who is studying higher education counseling and student affairs at California Polytechnic State University San Luis Obispo. He is a college success coach for predominantly first-generation latinx students. As an underrepresented student and someone who serves an underrepresented population, Greek life is a population that he is not as educated in, which is why he wants to conduct research with this population. Since Cal Poly is a predominantly white institution and Greek Life is heavily involved, he believes that focusing on this population for DEI efforts would help gain a perspective for how DEI education can be more effective.
LinkedIn
RESEARCH TITLE
DEI Education’s Impact on Active College Fraternity and Sorority Member’s Sense of Belonging and DEI Awareness
ABSTRACT
Sense of belonging is crucial to a student’s college experience and California Polytechnic State University, San Luis Obispo, the only predominantly white institution in the California State University system, actively claims to be working toward implementing diversity, equity, and inclusion (DEI) initiatives. Cal Poly’s Fraternity and Sorority Life members are at risk for lacking DEI awareness and some members may lack a sense of belonging within their selected chapter. Therefore, our study will address the impact of DEI workshops among fraternity and sorority members at California Polytechnic State University, San Luis Obispo by measuring sense of belonging and DEI awareness. This will be a Qualitative Content Analysis study that examines the growth of DEI awareness and sense of belonging for fraternity and sorority members that attend a DEI workshop to determine if the workshop is effective in demonstrating those learning outcomes. Participants will evaluate how DEI workshops impact a sense of belonging among fraternity and sorority members at California Polytechnic State University, San Luis Obispo. Additionally, participants will assess current practices for facilitating DEI training at California Polytechnic State University, San Luis Obispo. (In collaboration with Prubh Bhullar, Ryan Ichinaga, and Cammy Mendoza)
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Faley, Bridget
Special Education
Hi, I'm Bridget! Originally hailing from SoCal, I've been a faithful central coast convert for over a decade since my undergrad days at Cal Poly. I'm a passionate professional with over 15 years of experience working with and giving care to both children and adults. I wear the hats of a mentor, tutor, coach, teacher, daughter, sister, volunteer, dog-mom, and friend. I'm about to add another notch to my academic belt when I graduate from Cal Poly for a second time with my Masters in Special Education this June! When I'm not crafting wonderful works of art or making music, I love traveling, gardening, and spending time with family. My human and furry companions, Ryan and Willie (respectively) are always along for the ride. I'm looking forward to being the K-2 DISC Teacher at Templeton Elementary School in the fall and flying with the Eagles!
RESEARCH TITLE
The Effects of Gamified Self-Management on the Academic Engagement for a Student with ADHD
ABSTRACT
This research paper examines the role of self-management interventions (SMI) in supporting students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). While medication, behavior therapy, and peer support programs have effectively aided students with ADHD, the overreliance on adult support can create generalization problems with school-based programs. SMI, involving self-monitoring, self-evaluation, self-instruction, goal setting, and strategy instruction, has shown significant potential in improving academic outcomes for students with ADHD. However, student buy-in remains a concern. This study aims to explore the potential of gamification as a tool to increase motivation and reinforce SMI for children with ADHD and to investigate the relationship between gamified self-management and academic engagement.
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Gabriel, Troy
Curriculum and Instruction
Troy is a graduate student who received his BA from Cal Poly San Luis Obispo. He has been a middle school social studies teacher for 3 years. In his free time, he likes to play dungeons and dragons and hang out with his family.
LinkedIn
RESEARCH TITLE
Engaging Students with Gamification in Social Studies
ABSTRACT
This study examines the effectiveness of gamification strategies on increasing middle school students’ attitudes and engagement towards social studies curriculum. Research shows that creating engaging lessons is important for improving students’ academic achievement and retention of information. Gamification is a potential way to improve student engagement. While there are many different gamification elements that can be implemented into lessons that lead to a positive impact on student engagement and learning. When the proper gamification elements are used in an educational context, research shows that students benefit from increased learning outcomes, as well as improved attitudes and engagement with the content being taught. While researchers have agreed that gamification can be a beneficial tool for education, there have not been many studies examining its effectiveness to engage middle school students with social studies curriculum, which is the focus of this study. Participants included students from four seventh-grade world history classes at a middle school in the western United States. A 4-5 week social studies unit was taught followed by a full day of a game to reinforce the content taught in the unit. This game included attributes of successful games, such as a deep game fiction, a strong sense of autonomy and choice, clear goals and rules, social interaction, and conflicts and challenges. Participants were given a pre intervention survey and post intervention survey that focused on their general attitudes and engagement towards school, social studies, and gamification in general. This data was then compared for any changes. Additionally, a small focus group was interviewed after the intervention and those responses provided more context towards students’ survey responses. The lessons learned in this research could provide insights into the benefits of using gamification attributes within my social studies lessons.
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Garcia, Sydney
Special education
RESEARCH TITLE
The Effects of a Researcher Develop Game and A Self-Monitoring Activity on Academic Engagement
ABSTRACT
Remaining engaged with instruction and activities in the classroom is necessary for school success. Unfortunately, many students with disabilities (SWD) may need adult support (e.g., prompting, external interventions, etc.) to remain engaged with instruction. These supports are notoriously challenging to fade and/or generalize across environments. As such, teachers need creative and engaging tools to support students in being more self-directed. This research examines the effects of a researcher-created self-management game on the academic engagement of an elementary student with a specific learning disability.
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German, Alyssa
curriculum and instruction
I am a first generation graduate student, and I received my B.A. from CSU East Bay and my teaching credential and current MA from Cal Poly. Most of my work experience has been involved with children, the majority of the time in a K-6 elementary school environment. I am currently teaching 3rd grade at a public school in the Bay Area where I currently reside. When I am not teaching or researching/doing homework, I spend my free time binge watching reality tv or going on walks or to the park with my 11 month old puppy or planning my next crazy travel adventure!
RESEARCH TITLE
Parent/Family Engagement with Student Literacy
ABSTRACT
The purpose of my project was to see if there was a shift in student literacy interest depending on how much family members were involved with literacy. This project consisted of collecting pre and post surveys from all participating members (students and family members), weekly questions related to the assignments provided, and weekly packets consisting of assignments to be completed with student and family member. My thoughts before starting was yes, I think parent/family engagement with student literacy absolutely affects students interest with literacy. Everything for students was given in class except the weekly packets. Those were assed out in class but were taken home to work on. For participating family members, everything with given via hard copy on paper and sent home through the students. I have not analyzed the results yet, but the results I expect to see would be a positive increase of interest with student literacy. I am also curious to see family member interest as well. The significance was for me as a first year teacher to see where my students were at with literacy and why they felt the ways the do and to see how I could possibly help change it in a positive way. I also wanted to see the impact of homework being completed WITH a family member and see how that may or may not have changed things.
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Gould, Samantha
Higher Education Counseling and Students Affairs
RESEARCH TITLE
Prevention Education and Fraternity Sex Behaviors
ABSTRACT
College students experience high rates of sexual assault and STI transmission, especially students involved in fraternity and sorority life. While there is a great deal of quantitative research on these issues, qualitative research is severely lacking. The purpose of this study is to obtain qualitative research on how prevention programs impact students' sexual decisions. Symposium participants will discuss how Cal Poly fraternity members refer to their prevention education when making decisions related to their sexual and reproductive health. They will also examine effective aspects of current prevention education. (In collaboration with Catherine Castro, Mya Hurtado, Juan Medina, and Kimiko Smith)
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Hallett, Emily
Curriculum and Instruction
Emily, a first-year teacher, is pursuing her master's degree in curriculum and instruction from Cal Poly. Her experience as a student-athlete and a coach during her undergraduate degree has inspired her to continue her education and earn a master's degree. Presently, Emily is working with seventh graders in the field of science and is enthusiastic about applying the knowledge and skills she gains from this program to enhance her teaching practices in the coming year.
LinkedIn
RESEARCH TITLE
Teacher Professional Development on Technology
ABSTRACT
This study is designed to evaluate the effectiveness a professional development session for technology has on reducing the internal and external barriers of teachers implementing that technology in the classroom. Teachers will learn strategies for applying the technology in their lessons and methods for troubleshooting with the technology when problems arise. A 5-week controlled experimental study design and quantitative data will be collected through three surveys administered to participants. A pre-survey, an immediate post-survey, and a delayed post-survey to participants using Google Forms. Participants in this study will receive professional development on how to easily implement technology into their lessons and how to troubleshoot the technology in their lesson. In this professional development, participants will also be provided with the opportunity to collaborate with other educators in the study. The data collected will be analyzed to identify emerging patterns and themes and to understand how the professional development session influenced the teachers' use of technology in the classroom.
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Hansen, Lauren
Higher Education Counseling and Student Affairs
Lauren is a first-year Higher Education Counseling & Student Affairs (HECSA) graduate student. She received her B.S. in Psychology and minor in Italian Studies from Cal Poly, San Luis Obispo in 2021. Currently, Lauren is working in Admissions and Recruitment as the Welcome Center & Student Engagement Lead, and is one of the advisors for Poly Reps, Cal Poly's official university ambassadors and volunteer tour guides. In her free time she enjoys reading, drinking iced oat milk lattes, and working out at OrangeTheory.
LinkedIn
RESEARCH TITLE
Exploring the Perceived and Observed Student Academic Success Between In-Person and Online Learning
ABSTRACT
The education landscape has changed drastically since the Covid-19 pandemic; for higher education institutions, many have introduced online courses as a new modality of teaching. However, there have been differing experiences and testimonials on the success of this non-traditional form of teaching depending on how online learning was implemented. This research will bridge the gap in the current literature about current successes and weaknesses to both in-person and online methods of teaching. We hope to be able to suggest improvements for this new landscape that higher education has found itself in post pandemic.
Participants in this presentation will evaluate academic performance in in-person and online modalities of college classes, and interpret academic achievement in terms of connectedness, comprehension, engagement, and participation in both modalities of college classes. (In collaboration with Tajinder Pooni, Stephen Stitzel, and Justin Kumamoto)
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Hayes, Olivia
Higher Education Counseling and Students Affairs
Olivia (she/her/hers) is a biracial female who comes from Scandinavian and Latinx descent. Originating from a small farming community in the central valley, she received her B.A. in Mass Media Communications and Journalism from Cal State University, Fresno. She is now in grad school pursuing an M.S. in Higher Education Counseling and Student Affairs. She currently serves as a Career Advisor within Career Services and as a Grad Assistant within New Student and Transition Programs at Cal Polytechnic State University, San Luis Obispo. She is committed to easing the transition in and out of higher education.
LinkedIn
RESEARCH TITLE
How do Cal Poly Advisors/Counselors support First-Generation Latinx students experiencing Cultural Responsibility
ABSTRACT
Not much is known about the Cal Poly advisors’ level of knowledge, understanding, and comfort in supporting first-generation Latinx college students who experience cultural responsibilities while enrolled. Our research consists of a qualitative design in which one scenario will be given to Cal Poly advisors/counselors selected in a virtual interview style format, followed by a short questionnaire with self-evaluating questions regarding their cultural responsiveness. Our method consists of a research team conducting, recording, and transcribing the interviews. Participants will discuss scenarios involving Cal Poly Advisors’ cultural responsiveness techniques. (In collaboration with Selina Jaimes Davila, Marley Morales, Vincent Torres, and Jeremiah Hernandez)
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Hernandez, Jeremiah
Higher Education Counseling and Students Affairs
RESEARCH TITLE
How do Cal Poly Advisors/Counselors support First-Generation Latinx students experiencing Cultural Responsibility
ABSTRACT
Not much is known about the Cal Poly advisors’ level of knowledge, understanding, and comfort in supporting first-generation Latinx college students who experience cultural responsibilities while enrolled. Our research consists of a qualitative design in which one scenario will be given to Cal Poly advisors/counselors selected in a virtual interview style format, followed by a short questionnaire with self-evaluating questions regarding their cultural responsiveness. Our method consists of a research team conducting, recording, and transcribing the interviews. Participants will discuss scenarios involving Cal Poly Advisors’ cultural responsiveness techniques. (In collaboration with Olivia Hayes, Selina Jaimes Davila, Marley Morales, and Vincent Torres)
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Hurtado, Mya
Higher education counseling and students affairs
Mya (she/her/hers) is a first-generation college student who earned her B.A. in Psychology with a minor in Cognitive Science from the University of California - Merced. She is in her first year of the Higher Education Counseling & Student Affairs Master's program at California Polytechnic State University - San Luis Obispo. She is currently working as a Graduate Assistant at TRIO Achievers, where she serves students who are first-generation, low-income, and/or have a disability. In the future, Mya wants to continue her education and receive a Ph.D. in Higher Education, so she can continue researching ways to improve student experiences, as well as promote equity and inclusion on college campuses. Mya also looks forward to beginning her new position as a Graduate Assistant for the Career Readiness Office at the Orfalea College of Business. When Mya is not studying or working, she enjoys engaging in creative hobbies such as sewing and building Gundam plastic model kits. She also enjoys reading and playing video games.
LinkedIn
RESEARCH TITLE
Prevention Education and Fraternity Sex Behaviors
ABSTRACT
College students experience high rates of sexual assault and STI transmission, especially students involved in fraternity and sorority life. While there is a great deal of quantitative research on these issues, qualitative research is severely lacking. The purpose of this study is to obtain qualitative research on how prevention programs impact students' sexual decisions. Symposium participants will discuss how Cal Poly fraternity members refer to their prevention education when making decisions related to their sexual and reproductive health. They will also examine effective aspects of current prevention education. (In collaboration with Catherine Castro, Samantha Gould, Juan Medina, and Kimiko Smith)
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Ichinaga, Ryan
Higher Education Counseling and Students Affairs
Ryan Ichinaga (he/him/his) is a first year student in Cal Poly's Higher Education Counseling and Student Affairs (HECSA) program. He is originally from Torrance, California and graduated from Willamette University in 2020 with a B.A. in International Studies. Throughout undergraduate, he worked with BIPOC high school and college students for the purpose of college access and success. After graduating, he worked for College Possible, a nonprofit organization sponsored by AmeriCorps, to support students from rural Oregon, who wanted to go to college. Ryan's career goal is empowering students from underrepresented backgrounds and promoting equity within higher education, which prompted his research on the connection between DEI and sense of belonging within a PWI.
LinkedIn
RESEARCH TITLE
DEI Education’s Impact on Active College Fraternity and Sorority Member’s Sense of Belonging and DEI Awareness
ABSTRACT
Sense of belonging is crucial to a student’s college experience and California Polytechnic State University, San Luis Obispo, the only predominantly white institution in the California State University system, actively claims to be working toward implementing diversity, equity, and inclusion (DEI) initiatives. Cal Poly’s Fraternity and Sorority Life members are at risk for lacking DEI awareness and some members may lack a sense of belonging within their selected chapter. Therefore, our study will address the impact of DEI workshops among fraternity and sorority members at California Polytechnic State University, San Luis Obispo by measuring sense of belonging and DEI awareness. This will be a Qualitative Content Analysis study that examines the growth of DEI awareness and sense of belonging for fraternity and sorority members that attend a DEI workshop to determine if the workshop is effective in demonstrating those learning outcomes. Participants will evaluate how DEI workshops impact a sense of belonging among fraternity and sorority members at California Polytechnic State University, San Luis Obispo. Additionally, participants will assess current practices for facilitating DEI training at California Polytechnic State University, San Luis Obispo. (In collaboration with Prubh Bhullar, Zach Espiritu, and Cammy Mendoza)
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Irwin, Cierra
Curriculum and Instruction
Cierra has been teaching elementary school in King City, CA. She graduated Summa Cum Laude from Cal State Monterey, where she also received her teaching credential. She taught second grade for nine years, then spent a year teaching fourth and fifth grade science and computer skills, and now is teaching fourth grade at the same school. Teaching is her passion and calling in life and she loves watching her students grow into more kind, empathetic, and capable human beings. She had been married for almost eight years to the love of her life Brett Irwin. Cierra and Brett have been best friends since they were fourteen and they have two little boys together. James, who is will be three in June, and Alexander, who was just born in April of this year. She is so thankful to her family for supporting her and to Cal Poly for this incredible learning opportunity.
RESEARCH TITLE
Impact of Science Integration on Emergent Bilinguals
ABSTRACT
This study analyzes the impact of integrating Science and ELA on the academic language of emergent bilinguals in a fourth grade classroom. Academic language is a strong predictor of reading comprehension, particularly in Emergent Bilingual students. In order to increase student’s academic language, teachers can provide more instructional time to Science by integrating the subject into the ELA curriculum and time block. In fact, The Common Core Standards and the Next Generation Science Standards are in service of each other and can be merged into instructional planning, thus allowing students to develop their reading and writing skills while simultaneously learning science concepts. Students were taught a consecutive ten day science unit using the Amplify Science curriculum and integrating strategies from my research. Students created and wrote hypotheses, engaged in partner, table group, and class discussions, participated in hands-on science experiments and a computer simulation. Students partner-read leveled text and, finally, wrote a scientific argument. Data was collected through two mirrored pre and post assessment surveys and questionnaires. Class discussions were transcribed to tally the use of academic vocabulary, ability to articulate science concepts, and correct terminology. Students’ science journals were tallied to find the correct usage of academic vocabulary, as well as students’ scientific writing using a 1-4 standards based rubric. Expected results are a measurable increase in students’ academic language use in writing and speaking, as well as an increased proficiency in the science content and fluency using text features. Students should show an increase in comfort level in class participation and discussions, as well as self-reporting an increase in their class engagement. This study is unique in looking at the impact of integrating ELA and Science specifically on students who are Emergent Bilinguals and could possibly have implications for myself and other teachers who have Emergent Bilingual students.
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Jaimes Davila, Selina
Higher Education Counseling and Students Affairs
Selina, a graduate student at Cal Poly, is a trailblazing first-generation, undocumented, Latina student who has faced immense challenges due to her undocumented status. She left behind her family, traditions, and customs to pursue the promise of equal opportunity in the United States. Despite living in constant fear of deportation and hiding her true identity, Selina persevered and became a proud product of the Community College system. At Cypress College, she excelled as the first Presidential Scholar for the Science, Engineering, and Mathematics department and received four associates in Pre-engineering, Math, Science, and Physics. Selina also dedicated herself to mentoring underrepresented STEM scholars through various programs and conducted hands-on research experiences at UCSD and CSUF. After transferring to Cal Poly, San Luis Obispo, Selina pursued a degree in Liberal Arts and Engineering Studies with concentrations in Mechanical Engineering and Psychology, realizing her passion for helping marginalized students pursue higher education against all odds. She is currently pursuing her Master of Science in Higher Education Counseling/Student Affairs and aims to become a community college STEM counselor to aid, guide, and support students from underrepresented communities. Selina is an active member of Cal Poly's HSI Taskforce and serves as a Graduate Intern for the Office of University Diversity and Inclusion where she strives to promote diversity and inclusivity within the institution.
LinkedIn
RESEARCH TITLE
How do Cal Poly Advisors/Counselors support First-Generation Latinx students experiencing Cultural Responsibility
ABSTRACT
Not much is known about the Cal Poly advisors’ level of knowledge, understanding, and comfort in supporting first-generation Latinx college students who experience cultural responsibilities while enrolled. Our research consists of a qualitative design in which one scenario will be given to Cal Poly advisors/counselors selected in a virtual interview style format, followed by a short questionnaire with self-evaluating questions regarding their cultural responsiveness. Our method consists of a research team conducting, recording, and transcribing the interviews. Participants will discuss scenarios involving Cal Poly Advisors’ cultural responsiveness techniques. (In collaboration with Olivia Hayes, Marley Morales, Vincent Torres, and Jeremiah Hernandez)
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Kamp, Sarah
Educational Leadership and Administration
Sarah (she/her) is the first person in her family to attend a 4-year university and graduated Magna Cum Laude with honors while completing a B.S. in Public Health and a minor in Ethics, Public Policy, Science and Technology Studies from Cal Poly in 2022. She is currently pursuing a master's degree in the Educational Leadership and Administration Program (ELAP) at Cal Poly where her research focuses on first-generation, low-income students and student affairs work. Sarah now works as a health education lead for Cal Poly's Campus Health & Wellbeing where her interests in health and education intersect. She plans to continue conducting research on topics related to equity and access in healthcare and education while working at Cal Poly and beyond. In her free time, Sarah enjoys baking, live music, and exploring all that the Central Coast outdoors have to offer!
LinkedIn
RESEARCH TITLE
Equity and Perceived Competency in Student Affairs
ABSTRACT
At selective universities with uneven household wealth distributions like that of California Polytechnic State University in San Luis Obispo (Cal Poly), first-generation, low-income (FGLI) students are increasingly marginalized, placing them at a unique disadvantage on these college campuses. Acknowledging disparities that exist between FGLI and continuing-generation students provides the foundation for understanding how these universities and their associated student affairs organizations (SAOs) can be employed to better serve FGLI students to close equity-based achievement gaps and promote student success. This exploratory analysis aims to collect data on the competency of SAOs at Cal Poly as perceived by both FGLI students and student affairs professionals (SAPs) according to established ACPA/NASPA professional competencies in student affairs to identify where these perceptions are both aligned and misaligned. By juxtaposing FGLI student and SAP perceptions of SAO competency with an examination of campus climate, findings from this analysis can inform suggestions for campus-specific strategies to improve SAP practice and SAO competency in serving FGLI students. Two guiding questions drive this research: 1) what are the differences between FGLI and SAP perceptions of SAO competency at Cal Poly and 2) what are the identified competency areas where SAPs can improve to more equitably serve FGLI students at Cal Poly? This study is the first of its kind to concurrently and quantitively analyze FGLI student and SAP perceptions of SAO competency at a single, selective institution.
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Kumamoto, Justin
Higher Education Counseling and Student Affairs
Justin is a first-year graduate student in the Higher Education Counseling and Student Affairs (HECSA) program. He received his B.S. from Hofstra University in Business Economics. His work experience has been at different universities, Hofstra University, Irvine Valley College, and Academy of Art University, helping students with the transitions from high school to college. He recalls his time as a first-year orientation leader at Hofstra University as one of the main experiences that led him to want to pursue a career in education. During his spare time, Justin enjoys watching movies, art, hand lettering, and getting boba with friends. Currently, Justin is working with the Athletics and Study Abroad Offices and has been enjoying his time. After HECSA, Justin hopes to go into the community college system and support as many students with achieving their academic endeavors and discovering their passions as he can!
LinkedIn
RESEARCH TITLE
Exploring the Perceived and Observed Student Academic Success Between In-Person and Online Learning
ABSTRACT
The education landscape has changed drastically since the Covid-19 pandemic; for higher education institutions, many have introduced online courses as a new modality of teaching. However, there have been differing experiences and testimonials on the success of this non-traditional form of teaching depending on how online learning was implemented. This research will bridge the gap in the current literature about current successes and weaknesses to both in-person and online methods of teaching. We hope to be able to suggest improvements for this new landscape that higher education has found itself in post pandemic.
Participants in this presentation will evaluate academic performance in in-person and online modalities of college classes, and interpret academic achievement in terms of connectedness, comprehension, engagement, and participation in both modalities of college classes. (In collaboration with Lauren Hansen, Tajinder Pooni, and Stephen Stitzel)
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Medina, Juan
Higher Education Counseling and Students Affairs
RESEARCH TITLE
Prevention Education and Fraternity Sex Behaviors
ABSTRACT
College students experience high rates of sexual assault and STI transmission, especially students involved in fraternity and sorority life. While there is a great deal of quantitative research on these issues, qualitative research is severely lacking. The purpose of this study is to obtain qualitative research on how prevention programs impact students' sexual decisions. Symposium participants will discuss how Cal Poly fraternity members refer to their prevention education when making decisions related to their sexual and reproductive health. They will also examine effective aspects of current prevention education. (In collaboration with Catherine Castro, Samantha Gould, Mya Hurtado, and Kimiko Smith)
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Mendoza, Cammy
Higher Education Counseling and Student Affairs
Camille Mendoza (she/her), also known as Cammy by peers and family, is a first-year graduate student in the Higher Education Counseling and Student Affairs (HECSA) master's program. She recently graduated from California State University, Monterey Bay in Spring of 2022 with a B.A. in Human Development and Family Studies. After having a meaningful undergraduate experience and being involved in several student-serving positions, Cammy realized she desired a future career in higher education. As an aspiring student affairs professional, Cammy hopes to serve and support students for as long as possible. She is passionate about DEI and creating a sense of belonging for students which has inspired her current research on the intersection between DEI awareness and students' sense of belonging in a college setting.
LinkedIn
RESEARCH TITLE
DEI Education’s Impact on Active College Fraternity and Sorority Member’s Sense of Belonging and DEI Awareness
ABSTRACT
Sense of belonging is crucial to a student’s college experience and California Polytechnic State University, San Luis Obispo, the only predominantly white institution in the California State University system, actively claims to be working toward implementing diversity, equity, and inclusion (DEI) initiatives. Cal Poly’s Fraternity and Sorority Life members are at risk for lacking DEI awareness and some members may lack a sense of belonging within their selected chapter. Therefore, our study will address the impact of DEI workshops among fraternity and sorority members at California Polytechnic State University, San Luis Obispo by measuring sense of belonging and DEI awareness. This will be a Qualitative Content Analysis study that examines the growth of DEI awareness and sense of belonging for fraternity and sorority members that attend a DEI workshop to determine if the workshop is effective in demonstrating those learning outcomes. Participants will evaluate how DEI workshops impact a sense of belonging among fraternity and sorority members at California Polytechnic State University, San Luis Obispo. Additionally, participants will assess current practices for facilitating DEI training at California Polytechnic State University, San Luis Obispo. (In collaboration with Prubh Bhullar, Zach Espiritu, and Ryan Ichinaga)
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Morales, Marley
Higher Education Counseling and Students Affairs
Marley (she/her/hers) is a Latinx female who was born and raised in the Salinas Valley. She earned her A.A.-T in Sociology from Hartnell Community College and her B.A. in Collaborative Health and Human Services with a concentration in Social Work from California State University of Monterey Bay. She is now enrolled in graduate school pursuing an M.S. in Higher Education Counseling and Student Affairs. She currently works as a Financial Aid Advisor at California Polytechnic State University, San Luis Obispo. She is committed to and passionate about creating an equitable and inclusive space for all students. She continues to grow her knowledge, skills, and experience in the higher education system to assist all students.
LinkedIn
RESEARCH TITLE
How do Cal Poly Advisors/Counselors support First-Generation Latinx students experiencing Cultural Responsibility
ABSTRACT
Not much is known about the Cal Poly advisors’ level of knowledge, understanding, and comfort in supporting first-generation Latinx college students who experience cultural responsibilities while enrolled. Our research consists of a qualitative design in which one scenario will be given to Cal Poly advisors/counselors selected in a virtual interview style format, followed by a short questionnaire with self-evaluating questions regarding their cultural responsiveness. Our method consists of a research team conducting, recording, and transcribing the interviews. Participants will discuss scenarios involving Cal Poly Advisors’ cultural responsiveness techniques.
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Pai, Ricky
Curriculum and Instruction
RESEARCH TITLE
Translanguing Helps Students in Writing in Bilingual Program
ABSTRACT
This project is a mixed-method study that will examine (1) how the use of translanguaging will help students to cognitively engage and understand the teacher’s English instruction in a dual lingual classroom, and (2) how translanguage uses in English instruction will more effectively help students learn overall first grade English language skills in order to meet the first grade writing standard within the restricted 20% overall instructional time. The study will take four weeks and the teacher will use translanguaging strategies during the project study. I will use the Benchmark Advance 1st grade curriculum, and I will use my class and students in my study.
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Pooni, Tajinder
Higher Education Counseling and Students Affairs
Tajinder is a first-generation graduate student; he received his B.A. from UCLA.
RESEARCH TITLE
Exploring the Perceived and Observed Student Academic Success Between In-Person and Online Learning
ABSTRACT
The education landscape has changed drastically since the Covid-19 pandemic; for higher education institutions, many have introduced online courses as a new modality of teaching. However, there have been differing experiences and testimonials on the success of this non-traditional form of teaching depending on how online learning was implemented. This research will bridge the gap in the current literature about current successes and weaknesses to both in-person and online methods of teaching. We hope to be able to suggest improvements for this new landscape that higher education has found itself in post pandemic.
Participants in this presentation will evaluate academic performance in in-person and online modalities of college classes, and interpret academic achievement in terms of connectedness, comprehension, engagement, and participation in both modalities of college classes. (In collaboration with Lauren Hansen, Stephen Stitzel, and Justin Kumamoto)
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Roquet, Alexandra
Curriculum and Instruction
Ali graduated from Cal Poly with her B.A. in English in 2007 and her multiple-subject teaching credential in 2010. She went back to Cal Poly to complete her masters to check off a life-long bucket list item! She works as a content developer for E.L. Achieve, dreaming and creating curriculum for English learners at the Elementary and Secondary levels. Ali has two children, Reese and Ryan, and a wonderful husband, Rocky. She enjoys reading books, traveling, and spending time with her family in Lake Tahoe and Cayucos.
RESEARCH TITLE
Effective ELD Strategies
ABSTRACT
This study aims to identify critical elements in designated English Language Development (ELD) curricula that aid English learners in their language acquisition journey. The research utilizes a case study approach, with the ELD specialist serving as the sole participant. The specialist will reflect on research-based, interactive, student-centered, standards-aligned ELD units tailored to students' identified proficiency levels. The study aims to answer the research question: How can teachers optimize the use of the adopted designated ELD curriculum to enable effective ELD strategies? The results of this research will provide insights into effective ELD strategies and how teachers can leverage designated ELD curricula to facilitate English learners' language acquisition. The findings will be useful for ELD teachers and curriculum designers alike, ultimately enhancing the quality of English language education in classrooms.
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Stitzel, Stephan
Higher Education Counseling and Students Affairs
RESEARCH TITLE
Exploring the Perceived and Observed Student Academic Success Between In-Person and Online Learning
ABSTRACT
The education landscape has changed drastically since the Covid-19 pandemic; for higher education institutions, many have introduced online courses as a new modality of teaching. However, there have been differing experiences and testimonials on the success of this non-traditional form of teaching depending on how online learning was implemented. This research will bridge the gap in the current literature about current successes and weaknesses to both in-person and online methods of teaching. We hope to be able to suggest improvements for this new landscape that higher education has found itself in post pandemic.
Participants in this presentation will evaluate academic performance in in-person and online modalities of college classes, and interpret academic achievement in terms of connectedness, comprehension, engagement, and participation in both modalities of college classes. (In collaboration with Lauren Hansen, Tajinder Pooni, and Justin Kumamoto)
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Torres, Vincent
Higher Education Counseling and Student Affairs
Vinny (Any Prounouns) is a queer, non-binary person of color originally from Los Angeles, California. They are studying at California Polytechnic State University of San Luis Obispo, California in order to obtain their Masters of Science in Higher Education Counseling and Student Affairs. They obtained a Bachelor of the Arts in Journalism from the same institution in 2018. They serve as a Resident Advisor (RA) for first year and continuing students in University Housing. The are committed to the equitable treatment of all individuals and acknowledge the systemic systems that are in place that bar marginalized communities from opportunities.
RESEARCH TITLE
How do Cal Poly Advisors/Counselors support First-Generation Latinx students experiencing Cultural Responsibility
ABSTRACT
Not much is known about the Cal Poly advisors’ level of knowledge, understanding, and comfort in supporting first-generation Latinx college students who experience cultural responsibilities while enrolled. Our research consists of a qualitative design in which one scenario will be given to Cal Poly advisors/counselors selected in a virtual interview style format, followed by a short questionnaire with self-evaluating questions regarding their cultural responsiveness. Our method consists of a research team conducting, recording, and transcribing the interviews. Participants will discuss scenarios involving Cal Poly Advisors’ cultural responsiveness techniques. (In collaboration with Olivia Hayes, Selina Jaimes Davila, Marley Morales, and Jeremiah Hernandez)
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