2024 Graduate Research Symposium Presenters

Agena, Hayley

Higher Education Counseling and Student Affairs

Hayley Ann is a first-year graduate student in the Higher Education Counseling and Student Affairs (HECSA) program. She received her B.S. in Liberal Studies with a concentration in Child Development from Cal Poly in 2021. Hayley Ann strives to provide effective student support, empower students from underrepresented backgrounds, and work towards dismantling barriers in higher education. Currently, she works as a graduate assistant for Cal Poly Scholars and as an academic coach for Cal Poly's Men's Basketball team. In her free time, she enjoys spending time with her family and friends, shopping, and cheering on the Lakers and Dodgers!

LinkedIn

RESEARCH TITLE

Financial Impacts on a College Students’ Academic Success*

ABSTRACT

The concept of this systematic literature review is to examine the economic factors in emerging adulthood that may be conflicting with a college student's success. Not only does academic success rely on a students’ personality traits, efforts, and social situations, it also relies on finances (Bennett et al., 2021). The Great Recession and the rising cost of higher education continue to make college unaffordable for individuals of all ages from all backgrounds (Terriquez, V., & Gurantz, O., 2015). We seek to understand and identify the inequality in educational and labor outcomes. College students who have access to financial aid are less-likely to drop out versus those who do not qualify for aid. Through examining studies that utilize qualitative methods and surveys, we will find common grounds between financial situations and academic success amongst college students. Finding resolutions to the financial barriers students face when continuing their education can create more opportunities for low-income students to succeed.

*Collaborating with Cambria East.​​​​​​

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Avila Alfaro, Cynthia

Higher Education Counseling and Student Affairs

Cynthia is a first-generation graduate student from Napa, CA. She is currently in her first year of the Higher Education Counseling & Student Affairs program. Cynthia began her undergraduate journey at Napa Valley College, where she earned her A.A. in Psychology before transferring to Chico State University, where she earned her B.A. in Psychology with a minor in Ethics, Justice, and Policy. She currently serves students at Cal Poly in her roles as an Educational Opportunity Program Research Grad Assistant and a Mustang Success Center Academic Advising Grad Assistant, where she works with first-year students. Cynthia’s personal, educational, and professional experiences as a first-generation Latina have shaped her commitment to uplifting and empowering students, especially underrepresented first-generation students. 

LinkedIn

RESEARCH TITLE

The Role of Guilt in First-Generation College Student’s Success: A Systematic Literature Review

ABSTRACT

Through a systematic literature review, I will research and gather data, both qualitative and quantitative. The purpose of my study is to better understand and highlight a challenge first-generation students can encounter that is often not discussed/addressed- feelings of guilt. Data sources will come from peer-reviewed journal articles; most of what I have seen so far comes from surveys, as well as a few case studies and research narratives. This project will fall under a constructivist and critical research paradigm as each individual has their own version of reality, and the dynamics of power can play a role in the truth that they hold. From my initial research, I have found themes of academic achievement and family achievement as it relates to guilt, as well as the experience of survival guilt as a college student in the context of culture and family. 

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Bell, Nevan

Higher education counseling and student affairs 

Nevan is a graduate student in the Higher Education Counseling and Student Affairs program, and received his B.A. in psychology from Cal State Monterey Bay. His experience in research has spanned from teaching pedagogies and abolition of police from college campuses, now moving to doing research with men of color to identify pathways to retention and success in higher education. He seeks to continue to live new experiences and continue down his professional path in higher education. He will be applying to PhD program, then hopes to become a future CSU faculty member and director in student affairs. He is always looking for opportunities to teach, research, and get involved in the community. 

Wixsite

RESEARCH TITLE

Men of Color Success & Retention: A Systematic Literature Review

ABSTRACT

Men of color have been an underrepresented population in research focused on creation of routes to success and retention, and in addition, this population continues to experience some of the highest dropout rates across higher education institutions nationally1. Prior literature reveals that in order to succeed, basic needs and community must be provided2. This systematic literature review applies a critical research paradigm in analyzing literature that uses qualitative methodologies to gather the narratives, perceptions, and lived experiences of men of color in higher education systems across the literature. Eligibility criteria for inclusion will specifically entail research published between 2016-2024 that uses only qualitative methodologies where the population sampled is only men of color enrolled in universities in the United States, and the study seeks to evaluate topics related to retention and/or success for men of color. Through the systematic review, I expect to find common themes of decreased belonging, resource accessibility, and recognition. I seek to use the findings to identify potential pathways for increased success and retention through an intersectional lens, identify challenges and needs from common themes found in the literature, and provide respectful research centered on the narratives of men of color. In recognizing my own privileges in conducting this research, it is of importance to not simply “represent” men of color in the literature, but honor their narratives and do research with them, not about them. Taking active steps to support men of color will lead to more inclusive environments for a variety of students with intersectional identities, as well as raise awareness to the needs of a population that navigates the complexity of gender and racial identities together.

1. National Center for Education Statistics. (2023). Status Dropout Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [date], from https://nces.ed.gov/programs/coe/indicator/coj.
2. Maslow A. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

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Deluca, Jen

Special Education

Born in San Bernardino County, California, I have also lived in the high desert, Santa Maria Valley, and the Central Coast. I graduated from Morro Bay High School in 1996 and earned my undergraduate degree in English Literature from Western Washington University after moving to Bellingham, Washington, and living there until late 2011. In early 2012, I returned to the Central Coast and worked as a paraprofessional until 2022, when I received an emergency credential to teach in the Lucia Mar Unified School District. That same year, I enrolled in the TIER program at Cal Poly, driven by my long-held dream of becoming a teacher and recognizing the critical need for special education educators. I am fortunate to reside in Arroyo Grande with my husband, a fellow lifelong Central Coast resident and special education teacher. I enjoy roller skating, beach outings, and attending concerts with friends when the weather is warm. On colder days, I love reading, watching true crime documentaries, and cozying up under my collection of blankets and concert T-shirts.

RESEARCH TITLE

Exploring the Mentor/Mentee Relationship in Peer-Mediated Instruction

ABSTRACT

Historically, students with autism have benefited from peer-mediated instruction (PMI). The organization of this instructional tool usually involves students with autism receiving instruction or support from neurotypical peers (Chang, & Locke, 2016). One of the enduring arguments favoring PMI is that it is an effective technique for both the mentor and the mentee (Watkins, et al., 2015). However, little is known about reversing these roles and the possible benefits of students with autism supporting others via tutoring and instruction. In this pilot feasibility study, a student with autism taught other students in his class. Data were collected on participant social responses and the acceptability and feasibility of this type of instruction.

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East, Cambria

Higher education counseling and student affairs

Cambria is first-generation college student pursuing a masters degree in Higher Education Counseling & Student affairs. She works as a graduate assistant at College Corps and Career Services at Cal Poly, with the intentions to pursue her career here on the central coast. She enjoys going to the beach, hanging out with friends, and visiting family. 

LinkedIn

RESEARCH TITLE

Financial Impacts on a College Students’ Academic Success*

ABSTRACT

The concept of this systematic literature review is to examine the economic factors in emerging adulthood that may be conflicting with a college student's success. Not only does academic success rely on a students’ personality traits, efforts, and social situations, it also relies on finances (Bennett et al., 2021). The Great Recession and the rising cost of higher education continue to make college unaffordable for individuals of all ages from all backgrounds (Terriquez, V., & Gurantz, O., 2015). We seek to understand and identify the inequality in educational and labor outcomes. College students who have access to financial aid are less-likely to drop out versus those who do not qualify for aid. Through examining studies that utilize qualitative methods and surveys, we will find common grounds between financial situations and academic success amongst college students. Finding resolutions to the financial barriers students face when continuing their education can create more opportunities for low-income students to succeed.

*Collaborating with Hayley Agena.

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Gentile, Elizabeth

Curriculum and instruction

Elizabeth graduated with a B.A. in English and a minor in dance and received her teaching credential from California Lutheran University. Currently, she teaches English and dance at Santa Cruz High School, where she's been for 4 years, also serving as the creator and director of the dance program and coaching the dance team. Elizabeth is graduating this summer from Cal Poly's Curriculum and Instruction program, and is grateful to continue her education while connecting with her colleagues and professors. In her spare time, she enjoys choreographing, going to the beach, and spending time with loved ones. After graduating, Elizabeth is passionate about developing equitable dance programs within K-12 systems.

RESEARCH TITLE

Standards-Based Grading in the Dance Education Classroom

ABSTRACT

This study examines implementing an equitable grading system, specifically standards-based grading, in a dance education classroom, for a movement-based unit. A movement-based classroom or a movement-based unit is an educational environment that uses physical movement as a central point of the learning objectives and goals, encompassing subjects like dance, physical education, theatre, and yoga. This contrasts with core courses like math or science, where students are primarily assessed on cognitive skills as opposed to physical engagement. With that, this movement-based unit will take over the course of 5 days, and is focused on students’ performance and understanding of hip–hop. An SBG rubric will be used in the summative assessment for this unit, determining SBG’s overall impact on the students’ understanding and perception of dance. 

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Goble, Emmy

Higher education counseling and student affairs

Emmy is a first-year Higher Education Counseling and Student Affairs graduate student at Cal Poly. She received her Bachelor's from San Jose State in psychology. She is currently interning at the Center for Leadership and hopes to become involved at the junior college soon. In her free time, Emmy enjoys hiking, going to the beach, and spending time with her friends and family. her favorite time at Cal Poly has been working with the undergraduate students at the Center for Leadership. 

LinkedIn

RESEARCH TITLE

Effects of transfer students’ success and how it is related to making it a requirement to live on campus. 

ABSTRACT

While many factors influence a student’s level of academic engagement, the single most important environmental factor identified in previous research is living on campus in a residence hall. (Turley, 2010) However, most universities do not guarantee transfer students on campus housing their first year. (Utter, 2105) Therefore, we aim to examine the effects of transfer students’ success and sense of belonging and how it is related to making it a requirement to live on campus. Grounded in a constructivist paradigm, this study employs a focus group/survey approach to ensure we encapture unique perspectives and experiences of transfers. Based on initial analysis, we have seen a positive effect of transfer student success and living on campus. We expect that students who are required to live on campus in their first year after their transfer will be more successful and feel a better sense of belonging. Given the fact that on campus living is the single most important factor influencing a student’s success, the findings of this study suggest that making it a requirement for  transfer students to live on campus their first year will aid in their future success.

*Collaborating with Anne Kasenchak.​​​​​​

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Greenblatt, Hayley

Curriculum and instruction

Hayley is a graduate student who received her B.S. in Liberal Studies and teaching credential from Cal Poly, San Luis Obispo. She has been a third-grade teacher at Grover Beach Elementary for the past four years and loves being involved in many areas of the school.  She is excited to continue growing as an educator and incorporate new ideas into her teaching. 

RESEARCH TITLE

The Effects of Math Data Collaborations in PLCs 

ABSTRACT

My project is designed to answer the following question: How does professional development on math data collaboration in Professional Learning Communities (PLCs) affect math proficiency levels and teacher attitudes toward PLCs at an International Baccalaureate elementary school? I will use a mixed methods approach in this study, utilizing both quantitative and qualitative approaches.  The quantitative data collected will be students’ district Fastbridge scores before and after the intervention. These scores are standardized to assess current math proficiency across each grade level. Likert scale questions in the pre-survey will also provide data on teacher attitudes compared to their post-survey responses. The qualitative data collected will primarily be teacher interviews, allowing for expanded explanations and reasoning from teachers on how this new collaboration structure has gone, any changes in their attitudes towards their students’ math proficiency, and feelings towards different elements of PLCs.  Four teachers will be interviewed. To create codes and generate patterns, I will identify common themes that reoccur in the interviews. I will then sort their responses to each question and highlight answers within these common themes.  Emerging themes will address my research question, including teachers’ attitudes toward PLCs, their classes’ math proficiency, and how being an IB school affected PLC math data collaboration implementation.  These findings will be triangulated with pre-survey, post-survey, and Fastbridge data.
 

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Hennessy, Shannon

Special Education

Shannon received her B.S. in Psychology from Arizona State University in 2022. Her work as a Registered Behavior Technician and Paraeducator led her to pursue her Master's in Special Education with an Education Specialist Teaching Credential. In her spare time, Shannon enjoys reading, rock climbing, and playing guitar. She is very grateful to her professors for supporting her and helping her excel during her time at Cal Poly. Shannon is looking forward to teaching a Special Day Class at Taylor Elementary in Santa Maria next year. 

LinkedIn

RESEARCH TITLE

The Effects of a Visual Task Analysis on Academic Engagement and Accuracy for an Elementary Student with Autism

ABSTRACT

Research has shown that many young learners with autism excel in visual-spatial reasoning and processing and often demonstrate difficulties with language information processing. Research also suggests that these students may benefit from explicit task analysis. This original, single-case research combines these approaches by using visual task analysis to support a first-grade student with autism in being more independent during math work. Results demonstrated a positive effect for the independent variable and a strong student preference for this type of academic support.

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Hernandez, Cesar

higher education counseling and student affairs 

Cesar is a first-generation graduate student, he received a B.A. from Cal Poly, San Luis Obispo in Sociology. His experience has been in higher education as a Cal Poly Scholar Mentor during undergrad, and currently volunteering in the First Year Success Program, serving on the board of the Graduate Student Association, and as a Graduate Assistant for the Transfer Transition Program through the Office of Writing and Learning. In Cesar's spare time, he enjoys reading, music, reality TV, trying new foods, and spending time with friends and family. Cesar's current favorite experience with Cal Poly has been attending the LGBTQIA2S+ Student Success Symposium and the Undocu Student Summit. Cesar is looking forward to his second and final year in HECSA and working as the GA for the Office of University Diversity & Inclusion. 

LinkedIn

RESEARCH TITLE

Analyzing the Impact of Commuting on Academic Performance and Sense of Belonging Among College Students 

ABSTRACT

While 78% of residential students [feel] a sense of belonging, only 43% of commuter students shared a similar feeling (Alfaro, H., & Eduljee, N., 2013). The purpose of this study is to explore the various impacts and challengers commuter students face compared to residential students. Grounded in a critical paradigm, this study employs a duoethnographic approach. Based on initial analysis, we expect to find that academic performance is directly related to the engagement on campus. Because residential students have easier access to campus and resources, they will most likely show better academic performance when compared to commuter students. Given the relationship between commuters and their time on campus, findings of this study suggest that there needs to be more opportunity for campus involvement and a sense of belonging for commuter students. 

*Collaborating with Maria Valencia-Soto.​​​​​​

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Howarth, Holly

Curriculum and Instruction

Holly is a Master’s Candidate in the Curriculum and Instruction program. She is currently in her ninth year teaching and has spent the last six years teaching fifth grade after three years teaching kindergarten. She graduated from Cal Poly SLO with a Liberal Studies degree and a minor in Biology, and she completed her teaching credential through the School of Education at Cal Poly. Holly was thrilled to get hired at the school she student taught at and has been fortunate to continue to be part of the amazing school community ever since. She loves science and is passionate about fostering curiosity and inquiry with her students. Outside the classroom, she enjoys exploring the beauty of the Central Coast, baking, and spending time with friends and family. She has enjoyed implementing her action research project in her classroom and looks forward to continually expanding this topic in the coming years. 

LinkedIn

RESEARCH TITLE

Empowering Students’ Equity of Voice Through Student-Led Science Talks

ABSTRACT

This mixed-methods research study seeks to answer the question: What is the influence of regular student-led science talk circles focusing on ensuring equity of voice on fifth graders' engagement and attitudes toward speaking and listening? Students will be asked to consider equity of voice in the classroom and use this lens to enhance their science talks as they shift from teacher-led to student-led discussions, aiming for equitable participation and meaningful collaborative discourse. Through the collection of both qualitative and quantitative data in the form of pre- and post-survey responses as well as recorded student-led science talk circles, I will analyze how the levels of engagement and the attitudes or perspectives about speaking and listening in science may have shifted. This study aims to address a gap in the research regarding attending to equity of voice in elementary science talks and leveraging this to empower students to take ownership of their individual and collective engagement in science discourse.

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Kasenchak, Anne

higher education counseling and student affairs

Anne Kasenchak received her B.A. in Elementary Education from Boise State University and is now pursuing her masters in Higher Education Counseling and Student Affairs at Cal Poly. She has worked for University Housing at both campuses as a Resident Assistant and now as a Graduate Assistant. In her spare time, she enjoys hiking, reading, being outdoors and spending time with her family. Anne comes from a family of Cal Poly alumni, as her parents met and graduated from here and younger brother received his B.S. from Cal Poly. Anne is interested in working in University Housing after completing her masters degree. 

LinkedIn

RESEARCH TITLE

Transfer Student Success and Live On Requirements

ABSTRACT

While many factors influence a student’s level of academic engagement, the single most important environmental factor identified in previous research is living on campus in a residence hall. (Turley, 2010) However, most universities do not guarantee transfer students on campus housing their first year. (Utter, 2105)

Therefore, we aim to examine the effects of transfer students’ success and sense of belonging and how it is related to making it a requirement to live on campus. 

Grounded in a constructivist paradigm, this study employs a focus group/survey approach to ensure we encapture unique perspectives and experiences of transfers. 

Based on initial analysis, we have seen a positive effect of transfer student success and living on campus. We expect that students who are required to live on campus in their first year after their transfer will be more successful and feel a better sense of belonging. 

Given the fact that on campus living is the single most important factor influencing a student’s success, the findings of this study suggest that making it a requirement for  transfer students to live on campus their first year will aid in their future success.

*Collaborating with Emelia Goble.​​​​​​

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Maranta, Laura

Curriculum and instruction

Laura is a second-year teacher. She teaches high school English and advises the yearbook program. She received her B.A. in English and teaching credential from Cal Poly. In her free time she enjoys spending time outside, reading, cooking. Laura is looking forward to traveling over summer and spending time with family. 

LinkedIn

RESEARCH TITLE

Social Perspective Taking and High School ELA

ABSTRACT

The purpose of this study is to examine high school students’ social perspective
taking skills (SPT) and whether these skills are influenced by ELA instruction in which
they are exposed to the stories of other people’s lives, including a mentor of their own. Data was collected through a pre- and post- intervention survey. The surveys measured the social perspective taking skills of the students. Three students volunteered for a 1:1 interview. The interview collected qualitative data and personal responses about the unit of study.While mentorship and storytelling are both proven ways to support teens, there is limited research on the effectiveness of the combination of the two and the relationship to social perspective taking. This study may provide insight to how social perspective taking can be taught in a high school ELA classroom. 

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Marfia, Emily

higher education counseling and student affairs

Emily is a first-year graduate student in the (M.S) Higher Education,Counseling, and Student Affairs program. She received her B.A in Early Childhood Studies at Sonoma State with a concentration focused in adolescent growth and development. After exploring a career within early childhood services, she reflected on what she was doing when she was the most happy- it was working with college students. After working in the K-12 school district as a College and Career Technician, helping seniors apply and get into colleges/careers, she knew she wanted to further her education here. Her areas of interest lie with serving students with intersectional and marginalized identities such as first-generation, low-income, and disabled student populations. Through her graduate internship with Cal Poly TRIO Achievers Program (Student Support Services), she has been able to work directly with underrepresented Cal Poly SLO student populations. In Emily's spare time, she enjoys hanging out with family, her pets, and going to the beach to fly a kite! Her favorite experience so far at Cal Poly is being a Leadership Team member for Cal Poly Rose Float, where she serves as "Materials Testing Lead", the person who decides what flowers/organic material will be placed on the 2024 and 2025 Pasadena Rose Parade on New Year's Day. Emily is actively interested in pursuing work in programming within student affairs offices on campus, or in a health educator role within Cal Poly Campus Health and Wellbeing. 

LinkedIn

RESEARCH TITLE

Student Involvement in Hiring: Impact on Campus Belonging

ABSTRACT

a.) objectives and purposes: To evaluate Undergraduate College Student Engagement and Sense of Belonging – Does Student Involvement in Support Services Hiring Practices Increase a Sense of Belonging on Campus?'
b.) perspective(s) and/or theoretical framework: Convergent Parallel Design
c.) methods: Surveys and Open-ended question responses
d.) Cal Poly One Search articles and secondary data sources
e.) results: students that are actively involved with the hiring process and feel their voices are heard, will have a stronger sense of belonging and and increase in student engagement on campus.
f.) scholarly significance: student sense of belonging being positively impacted will lead to a variety of possible student development options. 

This mixed-methods study aims to evaluate undergraduate students’ involvement within the campus community, sense of belonging, and overall satisfaction within postsecondary institutions This study has dialed focus on student involvement in student affairs staff and faculty hiring processes increases a student’s sense of belonging on campus. The research evaluated adopts a Convergent Parallel Design, which combines a mix of quantitative and qualitative approaches to provide a comprehensive understanding of student engagement and sense of belonging. Qualitative and quantitative data were collected through distributed surveys utilizing Likert scale questions and open-ended participant responses to capture insights from the undergraduate students. The findings of this research indicate that undergraduate students who are actively involved in the hiring process of the staff and faculty are involved in their educational journey. Research supports the idea that students who feel their voices are heard, demonstrate a stronger sense of belonging and increased engagement on campus. The positive impact on student sense of belonging suggests a potential for enhanced student development in many areas academically and socially. These findings highlight the importance of undergraduate student involvement in decision-making processes, such as the hiring of student affairs professionals, to foster a campus environment where students are included and supported.

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Montoya, Chris

higher education counseling and student affairs

After taking 5 years away from school to enter the workforce, Chris noticed that nothing brought him more gratification than education. Going through this educational journey has given him pride and hope for the future. He plans on sharing this optimism to future students. Informing them that if he can do it, they can to!

LinkedIn

RESEARCH TITLE

The Evergrowing Microaggressions that Multiracial College Students face 

ABSTRACT

Multiracial Americans are one of the fastest growing populations in the U.S. expanding 3 times past the national average from 2000-2010. This includes an 87% jump of Black-White Americans. 
The purpose of this systematic literature review is to highlight the struggles that multiracial students face. I am coming at this from a critical perspective, identifying the common microaggressions and other struggles that multiracial students face. I want to uncover the lack of research in this topic, as well as highlight that racism exists in many different forms. The main issue I want to learn about is Microaggressions leading to isolation. I will look at quantitative studies and find common themes in those studies. The significance is that so many students are multiracial but may not feel united or proud of all of their backgrounds. There is pressure to identify as one race. I will talk about the process I took in finding articles, what datasets I used and what common themes I found. Then I will come up with some ideas on how to promote advocacy and unity for multiracial students in my discussion slides. 

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Mosley, Mary Ellen

curriculum and instruction 

Mary Ellen received her B.S. from Long Beach State in Biology. She then completed her Single Subject Teaching Credential at Cal Poly SLO. She began teaching at Old Mission School for 8 years, then moved to Mesa Middle School for the past 5 years. Currently she teaches 8th Grade Integrated Science and 7th Grade AVID. She is also a mother to two teenage daughters, a dog, and a ton of houseplants. Mary Ellen has appreciated her time in the Masters program being able to reflect and refine her practice.

RESEARCH TITLE

Increasing Positive Classroom Culture with Study Groups

ABSTRACT

Classroom Culture is a hidden part of what makes or breaks a classroom. When the classroom is safe and intervention is provided as necessary, a positive relationship will form between the teacher and students (Conroy, 2008). Classrooms with a positive culture will allow for high levels of learning and student achievement (Allen, 2012). Middle school-age students undergo an essential shift in their developmental stages (Berndt, 1989). During this rapid change, teenage students shift from being interested in adults’ thoughts and opinions to being interested in their peers (Carlisle, 2001). This is why working in small groups can help build a community that helps students feel less isolated and have more opportunities to engage in discussion and articulate their thinking (Allen, 2012). Along with this shift in focus of preferred company, motivation may also decrease from elementary to middle school (Carlisle, 2001). While most studies focus on teachers' and parents' effects on a student's educational success or motivation, it is clear that more needs to be done to understand the effects of their peers' (Shin et al., 2007). This study will explore the relationship between positive classroom relationships and student achievement by answering the following research question: Can a structured, well-implemented peer support system that includes peer tutoring lead to higher levels of positivity within the classroom and higher levels of student achievement? Participants include students in my four sections of Integrated 8th grade science. Triads will be asked to meet weekly during class for small check-ins. Check in topics include work completion and understanding of the week's material. This mixed methods study includes analysis of student achievement on assessments, student interviews and surveys. I hope these groupings create a more connected feeling to class and classmates and an improvement in student achievement. 

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Perez, Erika

curriculum and instruction

Erika is a first generation graduate student, she received her B.S. from Cal Poly San Luis Obispo. She's been teaching middle school at Santa Maria Bonita School District. In her free time she enjoys spending time with her family and her dogs. Erika's favorite experience with Cal Poly was being VP of the Educators of Color Club while she was obtaining her teaching credential. She's very grateful to have had a great support system through this journey which includes her advisor, her family and her husband. Looking forward, Erika is thrilled to keep teaching and inspiring her students. 

RESEARCH TITLE

Newcomer Students Adapting and Navigating the US School System

ABSTRACT

This case study evaluates how newcomer students adapt to a new environment while simultaneously learning a new language. It includes middle school newcomer students' narratives and experiences. Results of this study may inform teachers on the supports they provide newcomer students. 

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Perez, Kenneth

higher education counseling and student affairs 

Kenneth Perez is first-year graduate student in the Higher Education Counseling and Student Affairs (HECSA) program at Cal Poly. He received his B.S in International Business Administration from CSU Dominguez Hills before enrolling in the HECSA program in the School of Education. Kenneth is passionate about advancing equity and student success in higher education. To achieve this, he currently works as a Program Specialist for the College Corps program at Allan Hancock College in Santa Maria, CA. In his free time, Kenneth enjoys running, hiking, and hanging out with his family and friends. Upon completion of his graduate program, Kenneth intends to seek professional opportunities as a Program Coordinator or Director, with intentions of pursuing a Ph.D or Ed.D in the coming years.

LinkedIn

RESEARCH TITLE

"I Can't Focus, I'm Hungry": A Comparative Analysis into Food Insecurity at California's Community Colleges

ABSTRACT

Community colleges immensely increase access to higher education. Affordability, geographic accessibility, and lower costs often make community colleges valuable options for those wishing to pursue higher education (Shavit, Arum, & Gamoran, 2007). Despite the increase of higher education access in these domains, a harsh reality remains: food insecurity and the inability to meet basic needs significantly decrease retainment, persistence, and success in higher education, with these being especially epitomized in community colleges (CCCSE, 2022). This study will aim to explore current research and policies being enacted to address food insecurity in California Community Colleges (CCCs) and develop a comparative analysis of CCC’s basic needs departments to identify best practices and implementation recommendations to address ever growing food insecurity concerns.

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Powning, Diana

curriculum and instruction 

Diana is a graduate student in the SOE at Cal Poly, San Luis Obispo working towards to Masters degree in Curriculum and Instruction. Diana has a BS degree in Ag. Science and Agricultural Communications. She worked in the agricultural industry for 10 years before returning school to complete her teaching credential. She is currently employed with the Salinas City Elementary School District as a 6th grade educator. When she is not teaching, she enjoys riding horses and hiking the beautiful trails of Monterey County with her family.

RESEARCH TITLE

The Language of Learning: Measuring the Effectiveness of English Language Development.

ABSTRACT

What is a more effective and engaging form of English Language development, for students at the expanding level of English language development ? Integrated English development or designated English language development? Which do students prefer?
These are the questions I have had for quite some time. I want to know not only how students perform in both I-ELD and D-ELD, but also which will demonstrate effectiveness and  how engaging is D-ELD. The thought behind this question is that engagement for students makes learning more meaningful, and if  D-ELD is meaningful then it is worth the sacrifice of instructional minutes.

• Objectives:
  • To review the theoretical foundations and research literature on D-ELD and I-ELD approaches to ELD instruction.
  • To compare the effectiveness of DELD and I-ELD in promoting English language proficiency among ELLs.
  • To explore the perspectives and experiences of teachers and students regarding D-ELD and I-ELD instruction. 

• Significance of Work:
  This research may be used to encourage a collaborative discussion on the effectiveness of D-ELD. The research could also lead to the discussion of enhancing currently adopted curriculum to meet the needs of English language learners in a more equitable manner by employing language development structure and aids and effectively teaching language development throughout the school day without have to remove instructional minutes from other subject and content areas.

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Raught, Amber

educational leadership and administration

Amber is a first-generation graduate student born and raised in San Luis Obispo County. She graduated Summa Cum Laude from Arizona State University with a Bachelor of Arts in Educational Studies in the Spring of 2023. She started the Cal Poly San Luis Obispo Educational Leadership and Administration Program (ELAP) in the fall of the same year and will be graduating with a Master of Science in July 2024. With past experiences supervising in customer service, teaching, choreographing for, and directing competitive dance and public elementary school dance programs, and nannying, Amber has experience educating learners of diverse ages and experience levels. Currently she is a graduate intern in the Cal Poly Office of Student Research, supporting both undergraduate and graduate student opportunities to learn by doing and getting involved in research opportunities on and off campus. In her spare time Amber enjoys taking dance classes, spending time with family, baking, and exploring the beautiful Central Coast outdoors. Her favorite aspects of her time at Cal Poly include creating a family with her ELAP cohort and getting involved in different experiences on campus through her internship in the OSR. Amber is actively looking for full time opportunities following summer graduation and is excited to dive into honing the skills she has learned, congratulations 2024 SOE Graduates!  

RESEARCH TITLE

An Exploration of Competitive Dance and Self-Identity

ABSTRACT

This action research paper explores the relationship between competitive dance and self-identity. Through an explanatory mixed methods study, the researcher aims to investigate how competitive dance can influence an individual's sense of self and how the dancers navigate their identity within the context of the competition dance community. The study involves interviews, observations, and focus group discussions with competitive dancers that are still in progress. By the symposium, the researcher will have all data collected but will likely still be working through the discussion and results. The researcher is a prior competitive dancer and believes that competitive dance can have a significant impact on an individual's self-identity, including their self-esteem, self-confidence, and sense of belonging. The study highlights the role of dance instructors, the dance community, and individual dance teams in shaping the dancers' identities. Overall, this paper will contribute to the understanding of the complex relationship between competitive dance and self-identity, and will shed light on the potential benefits and challenges of participation in this activity. 

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Reed-Kaneda, Ally

educational leadership and administration

Ally is a dedicated educator with a vision for creating a learning environment that empowers all students. After graduating from Cal Poly with a Liberal Studies degree, she pursued and obtained both multiple subject and supplemental math teaching credentials, and soon she will have a MS in Educational Leadership and Administration. Currently, she is finishing her 6th year as an educator in Arroyo Grande, where she works as a reading intervention teacher and TOSA. Her passion for education stems from a deep belief that it should be equitable and beneficial for every child and is constantly seeking new ways to improve educational practices and ensure all students have the opportunity to thrive. When she is not in the classroom, you can find her exploring the beautiful trails of our county, getting lost in a captivating book, or experimenting with new recipes in the kitchen. These activities allow her to unwind and recharge, bringing fresh energy and enthusiasm back to her work with students.

RESEARCH TITLE

Developing 4th Grade Students’ Abilities to Solve Multi-Step Word Problems Through the Three-Read Routine

ABSTRACT

While numerous studies have explored the effectiveness of specific problem-solving strategies in mathematics, this study takes a broader approach. Instead of focusing on a single strategy, it investigates the impact of the three-read instructional routine on fourth graders' mathematical reasoning skills and, consequently, their word problem-solving abilities. This research aims to understand how the three-read routine, designed to develop deeper comprehension of mathematical problems, influences students' ability to: read and interpret problems effectively, apply mathematical skills based on problem context, develop stronger problem-solving skills, and achieve higher success rates in word problem-solving tasks. Through a mixed method design, this study will use a pre and post assessment and survey to gain a full understanding of the influence of the three read instructional routine.

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