2025 Graduate Research Symposium Presenters

Bartlett, Ashley

Higher Education Counseling and Student Affairs

Ashley is a first-year graduate student in Cal Poly’s Higher Education Counseling and Student Affairs (HECSA) program, where she is continuing her passion for supporting student success. She also earned her B.S. in Child Development from Cal Poly. Currently, Ashley serves as an Academic Coach with the Mustang Success Center through Athletic Advising. This summer, she will expand her role in Athletic Advising as the department’s graduate assistant.

Outside of her academic and professional commitments, Ashley enjoys spending quality time with friends and family, relaxing at the beach, and dancing. Zumba is one of her favorite hobbies. Among her most meaningful experiences at Cal Poly has been serving as a leader and mentor with Cru Cal Poly SLO, where she’s helped students build meaningful connections and find a sense of belonging on campus.

Looking ahead, Ashley aspires to pursue a full-time career as an athletic academic advisor at a university, ideally staying close to the Central Coast.

LinkedIn

RESEARCH TITLE

Finding the person within athlete

ABSTRACT

Historically, strong athletic identity correlates with a greater importance of athletics in a person’s life (Brewer, 1993). The greater importance that an athlete places on athletics, the more time they spend in their sport, and the more likely they are to play their sport at the next level (Tompsett and Knoester, 2022). Interestingly, the higher the level that an athlete competes at, the stronger their athletic identity becomes (Lamont-Mills et al., 2006). When an athlete’s identity is strongly tied to their sport, the question arises—who will they become when their sport is no longer part of their life? According to the NCAA, only 2% of college athletes play their sport at the professional level after college (NCAA.org). This means 98% of college athletes will retire from their sport after college. Therefore, the purpose of this study is to explore how retired college athletes reconstruct their identity as they transition from being a student-athlete to working in the professional world. Grounded in a post-structuralist paradigm this study will be a systematic literature review looking at existing literature on the topic of athletic identity and the transition for collegiate sport to sport retirement. My hope is to identify themes in the literature as to get a better idea of what the transition out of athletics is like for college athletes, gaining a better understanding of what it looks like for an athlete to reconstruct their identity. Given that college athletes typical do not play their sport past the colligate level, it makes sense that athletes will have to spend some time reconstructing their identity after college. This research can help inform professionals on how to best support athletes as they prepare to make the transition to sport retirement.

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Berger, Stephanie

curriculum and instruction

RESEARCH TITLE

Effects of Number Talks on Student Ability to Justify their Thinking and Reason Abstractly

ABSTRACT

This study aims to determine the impact of integrating number talks into the 4th-grade curriculum on students’ mathematical mindset and their capacity to provide reasoned justifications for their thinking. Mixed method data collection will be used to evaluate the study. The research will be recorded through videos of two number talks, followed by an exit ticket tied to that day’s number talk, a pre and post survey, and three interviews after the number talks have concluded. Number talks can be a valuable tool to cultivate deeper conceptual understanding in mathematics. The expected results of this number talk would be for students to improve in their ability to explain their mathematical thinking, either verbally or in written form. Additionally, there is a hope that students will develop more of a growth mindset through this study. The information gained from this research may help education professionals better understand the effect of number talks in an elementary math lesson.

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Blair, Emma

Higher education counseling and student affairs 

Raised in rural Sacramento County, Emma's love for agriculture brought her to Cal Poly in the Fall of 2017, earning a Bachelor of Science degree in Agricultural Communication and a Bachelor of Arts degree in Spanish in 2021. After graduation, she stayed in the area and eventually landed a job in the Construction Management Department at Cal Poly as an Administrative Support Coordinator. Emma has always had a strong interest in academic advising, which led to her pursuing a master’s in Higher Education Counseling/Student Affairs. Most of her research is related to the Construction Management Department because she received a lot of support from the students, faculty and staff from this department and she wants to give back to the CM program as much as she can.

LinkedIn

RESEARCH TITLE

CSU Construction Management Program Transferability Analysis

ABSTRACT

Cal Poly’s transfer student acceptance rate is 55% lower than the average CSU transfer acceptance rate. Of the 18 CSU campuses that had transfer admission data on the CSU website, the average is 72.69% of students who apply to transfer get accepted. Cal Poly’s transfer admission rate is 17.7% (California State University 2025). In 2023, there was a 7% increase in students transferring from California Community Colleges to California State University campuses (California State University 2024). There must be a more streamlined pathway to increase the transfer admissions at Cal Poly. All bachelor’s degree programs from campuses within the California State University system should create articulation agreements with all campuses within the California Community College system that have similar areas of study to increase the transfer rate among these systems. Therefore, the purpose of this study is to explore how other ACCE accredited Construction Management programs within the California State University system partner with California Community Colleges to make the transfer admission process more obtainable. This study employs a qualitative content analysis approach where preliminary analysis indicates that the more robust the articulation agreements are, the easier it is for students to transfer to those universities. Given the data of low transfer admissions to Cal Poly, findings of this study suggest that having clearer pathways for students in their specific area of study will increase the possibility of transferring to Cal Poly.

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Brown, Tessa

Curriculum and instruction

RESEARCH TITLE

Redesigning Professional Development for Retention: Leveraging Teacher Leadership and Continuous Improvement in Urban Schools

ABSTRACT

This study investigates how redesigning professional development through teacher-led continuous improvement cycles can promote teacher retention in high-turnover urban schools. Drawing on research in distributed leadership, school improvement, and teacher resilience, the study explores how empowering teacher leaders to guide collaborative professional learning can improve working conditions and reduce attrition. At the center of the intervention is a redesigned PD model in which teacher leaders facilitate bi-monthly PLC meetings using a design thinking framework focused on improving student writing. These leaders also participate in leadership development and share their department’s progress at quarterly all-staff convenings.

Using a mixed-methods approach, the study triangulates data from surveys and empathy interviews to assess teachers’ experiences of belonging, efficacy, and leadership within their PLCs. Quantitative data are analyzed by teacher subgroups (early-career, veteran, and PLC leaders), while qualitative data are coded for themes related to retention.

Given the national teacher retention crisis and the 20% annual turnover rate at the study site, this research has the potential to inform PD models across similar urban schools. It contributes to the growing body of work suggesting that teacher leadership and continuous improvement can serve as key levers for sustaining a stable and thriving educator workforce.

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Byrne, Kenneth

curriculum and instruction

RESEARCH TITLE

The Effects of Collaborative learning on Student Engagement and Motivation

ABSTRACT

This study examines the implementation of collaborative learning strategies in a ninth grade mathematics classroom and their impact on student engagement and motivation. This study was conducted by a first year math teacher with minimal experience of utilizing collaborative learning within the classroom. This study adopts a pragmatic research paradigm to explore the impact of collaborative learning on student engagement and motivation in high school mathematics. This study aims to identify actionable strategies that enhance student engagement and motivation, driving meaningful improvements in the classroom. This study uses a mixed-method approach to analyze trends in student engagement and motivation. Quantitative data will be collected from pre- and post-surveys to assess students’ measure of engagement and motivation before and after the intervention. Qualitative data will be collected from open-ended survey questions and participant interviews to examine shifts in students’ perceptions of engagement and motivation, the collaborative factors driving these changes, and their underlying reasoning. Interview responses will be transcribed and thematically coded to uncover key patterns in students’ perceptions of collaboration, motivation shifts, and participation barriers. This study provides data driven insights of how different collaborative learning strategies may increase student engagement and motivation in high school mathematics. Findings from this study may contribute to curriculum development for educators seeking to involve more collaborative based learning to encourage critical thinking and peer interaction.

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Cardenas, Julie

higher education counseling and student affairs

Julie (she/her/ella) is a first-year graduate student in the Higher Education Counseling and Student Affairs (HECSA) program. She went to Santa Monica College and later transferred to UCLA, where she received her B.A. in Sociology and a B.A. in Education and Social Transformation. She currently works as the Study Abroad Graduate Intern, where she enjoy sharing her experiences abroad with other students. This summer, Julie will be traveling to Vietnam as part of the Alternative Breaks Global Service Trip through Cal Poly’s Center for Service in Action.

LinkedIn

RESEARCH TITLE

Is the California College Promise Program Achieving Its Goals?

ABSTRACT

This research project examines whether the California College Promise Program is fulfilling its intended purpose of expanding access to higher education and improving student success outcomes. The main objective is to understand how the program has impacted students from underrepresented and low-income backgrounds. The methodology will involve a mixed-methods approach, combining quantitative analysis from publicly available sources with qualitative content analysis of policy documents and institutional reports. While results are still in progress, I expect to find that the California College Promise Program has helped boost enrollment but does not fully address deeper challenges like retention and degree completion for all student groups. This study’s scholarly significance lies in informing policymakers, educators, and researchers about the effectiveness of state-funded college access programs and offering recommendations for strengthening future initiatives to promote equitable student outcomes.

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Costello, Krysten

curriculum and instruction

RESEARCH TITLE

How Families Shape Literacy of Emergent Bilingual Students

ABSTRACT

This research project is a case study examining family involvement in literacy development for emergent bilingual students in a first-grade classroom. The goal of this study is to analyze how families engage with reading and literacy activities at home, considering their cultural and linguistic backgrounds. The intervention consists of home-school literacy journals, where students and family members complete simple literacy activities together. These activities include drawing, storytelling, and responding to bilingual prompts about shared reading experiences. By incorporating literacy tasks into home routines, the project seeks to strengthen the home-school connection and gather insights into the nature of family involvement rather than solely focusing on parents' perspectives. Data collection includes student surveys (to assess reading habits and perceptions), home-school literacy journals (to document family literacy engagement), and interviews (to gather qualitative insights from students and families). A qualitative case study methodology will guide data collection and analysis, providing a holistic understanding of how families engage in literacy activities and the role these practices play in students’ literacy development.

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Escobar, Caroline

Curriculum and instruction

RESEARCH TITLE

Mental Health in Students Post COVID-19

ABSTRACT

This project explores how teachers and administrators in private K-8 schools have observed the mental health impacts of COVID-19 on their students. The goal is to understand these changes and highlight ways schools can better support student wellness through restorative justice practices and social-emotional learning (SEL). Using a qualitative research approach, I developed open-ended interview questions to gather detailed, personal insights. Interviews were conducted with five teachers and one administrator from a Catholic school, each with over five years of experience in education.

Participants shared that student anxiety, emotional struggles, and social challenges have noticeably increased since the pandemic. They also described a lack of mental health resources and how difficult it is to fit SEL into already packed school schedules. The findings suggest that students would benefit from more consistent SEL routines and a stronger focus on relationship-building and restorative practices throughout the school day.

This research shows the urgent need for private schools to prioritize mental wellness and offers practical, realistic ways to make that happen.

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Giacinto, John

curriculum and instruction

RESEARCH TITLE

Chatbots in the Classroom: Secondary ELA Educators’ Perspectives on Generative AI Integration

ABSTRACT

This project aims to better understand what informs the position of secondary level ELA educators on the implications of AI’s presence in curriculum and instruction through a mixed-methods approach that focuses on educator’s experiences, insights, and outlooks. Specifically, the study involves the completion of a voluntary survey by secondary-level ELA educators and voluntary participation in a semi-structured interview of a sub-sample of survey respondents conducted over email and video conference software.

By understanding what informs the positions of secondary level ELA educators on the implications of AI’s presence in curriculum and instruction we can: Inform and empower educators on the topic of generative AI use in the classroom, mitigate potential risks and maximize potential benefits of an AI integrated classroom, and determine potential frameworks for effective and responsive AI use at the ELA classroom or department level.

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Gulbranson, Abby

curriculum and instruction

RESEARCH TITLE

Understanding the Effectiveness of Fully Online versus Blending Learning through Lexia-English

ABSTRACT

The prevalence of technology is seen around the world, including the classroom. Technology is part of the school day in one form or another. The fourth and fifth graders I currently teach began school online with the COVID pandemic. These students were in kindergarten and first grade when the pandemic began. This study seeks to understand the effectiveness of online learning versus blending learning with the growing influence of online resources, especially post pandemic. A correlation has been shown in regards to technology and student success as seen by Aktümen, Kacar, and Sezgin’s research that suggests a correlation exists between a student’s academic success and the use of multimedia software, computer usage, and internet (Ozerbas, Bilge, & Erdogan, 2016). As technology improves, additional resources for students to use in the classroom are being created. This research focuses on Lexia English, an online program that develops students’ literacy skills. I chose to focus on Lexia English for multiple reasons, including the levels of differentiation offered by the program, as well as the student's ability to work independently and self-paced. Through Lexia English, I will be evaluating the effectiveness of learning fully online versus a blended learning approach. Students will be split into two groups. One group will work fully online while the other will participate in a blended approach of working online and in a small group. Pre and post placement exams will be taken to further understand the effectiveness of an fully online versus blended learning approach. I am expecting to see the students participating in a blended learning environment demonstrate faster growth than those working fully online.

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Higginbotham, Amanda

Curriculum and Instruction

RESEARCH TITLE

Exploring the Relationship between Intrinsic Motivation and Reading Comprehension

ABSTRACT

This mixed-methods study seeks to better understand the relationship between intrinsic motivation and reading comprehension of elementary students through the implementation of Concept-Oriented Reading Instruction (CORI). The intervention unit consisted of ten, 60 minute CORI lessons adapted from research (Guthrie, 2007) focused on building reading comprehension skills and fostering intrinsic motivation through the integration of geology and reading. This study collected data on students’ self-reported intrinsic reading motivation and reading comprehension scores. Data will be gathered through pre- and post- surveys and pre- and post-comprehension assessments.

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Kaplan, Leah

curriculum and instruction

RESEARCH TITLE

Experiential Learning and Social Justice Education

ABSTRACT

The purpose of the study is to investigate the ways that the pedagogy of experiential learning creates meaningful and engaging experiences of social justice education. I ask: To what extent is experiential learning an effective pedagogy for engaging students in thinking about intersectional identities and positionality in society? What kind of obstacles are there to meaningful learning about intersectionality and positionality, and how could a social justice learning experience be improved to mitigate those barriers? To investigate these questions, I introduce an intervention workshop that approaches the ideas of intersectionality and positionality through the pedagogy of experiential learning. The theoretical framework is rooted in scholarship around social justice education, especially the work of bell hooks, and the workshop approaches teaching about social justice education through the pedagogy of experiential learning in order to create opportunities for praxis and conscientization. In the workshop, participants create a representation of their own intersectional identity and interact with the Positionality Map to follow a path of their own positionality. Data for this project is qualitative and comes in the form of participants’ open-ended responses and reflections regarding their experience with the intersectionality and positionality workshop. Following the experiences that approach the concepts of intersectionality and positionality, participants reflect on their learning about identity and society through a retroactive post test survey as well as through discussions during the workshop. The questions of the retroactive post-test reflect the inquiries of the research with the goal of eliciting relevant data for thematic analysis. Data analysis will be conducted with the qualitative methodology of open and axial coding of participant responses with the intention to discover and synthesize emerging themes around participants’ experiences with perceived effectiveness, engagement, and meaning of the social justice education workshop taught with an experiential learning pedagogy.

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Kleinsmith, Asher

Curriculum and instruction

RESEARCH TITLE

Seeing is Believing: How Representation Shapes STEM Identity

ABSTRACT

This research project investigates how highlighting diverse scientists influences underrepresented middle school students’ STEM-specific sense of belonging. The objective is to foster greater connection, engagement, and confidence among students who are often marginalized in science fields. Guided by research on STEM identity development, representation, and belonging, this study uses a mixed-methods design to capture both measurable changes and personal insights.

Students in an eighth-grade science class will participate in a month-long intervention where they learn about diverse scientists through structured warm-ups and create their own scientist highlights. Data will be collected through pre- and post-surveys using Likert-scale, multiple-choice, and open-ended questions. Quantitative data will be analyzed descriptively to identify trends in belonging, confidence, and STEM career interest, while qualitative responses will be thematically coded to explore deeper student reflections.

Although full results are forthcoming, it is expected that exposure to diverse scientists will lead to increased STEM-specific belonging and engagement, especially for students from underrepresented backgrounds. This project holds scholarly significance by contributing to research on representation in STEM education and providing practical, classroom-based strategies for fostering equity and inclusion in middle school science settings.

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Lawson, Guadalupe

curriculum and instruction

RESEARCH TITLE

The Impact of Integrating History with English Writing Instruction on the Identity Creation of Native Spanish and Native English Speakers in a Dual Language Immersion Program

ABSTRACT

The purpose of this study is to investigate the integration of history and writing on self-perception and identity development of students who are Native Spanish or Native English speakers in a Dual Language Immersion classroom. The research explores how integrating history with writing can strengthen students’ identities as writers of English in a bilingual setting. My research addresses gaps in existing literature that do not account for the integration of writing with history instruction in upper elementary classrooms in Dual Language Immersion schools. In this mixed methods study, I will collect data via a survey to gauge my students' perceptions as writers and their confidence in integrating history in their writing. These questions are designed to gather data on how students view themselves and how key factors such as the perception of others and the use of scaffolds influence their self-perceptions. I will also collect data through student essays using a writing rubric that evaluates their ability to cite evidence and use appropriate conventions. I plan to analyze the data by giving my students a pre- and post-survey, conducting interviews, and analysing their writing samples using a rubric aligned with California Common Core Standards for 6th grade argumentative writing. The information gained from this research may help education professionals better understand how students think about integrating history instruction with writing instruction and how that supports students feeling more confident in their writing skills.

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Leung, Stanley

higher education counseling and student affairs

RESEARCH TITLE

Funding and Priorities: Exploring Budget Equity Across Divisions

ABSTRACT

Have you ever wondered why some divisions at the university are better funded than others? A preliminary analysis of Cal Poly’s budget books reveals notable disparities within the divisions Reviewing the annual budget reports, Academic Affairs receives over half of the university’s general operating budget annually, while divisions like Student Affairs, Diversity & Inclusion, and University Development receive significantly smaller shares—even as demand for student support services and inclusive programming grows (Hoyt, 2023). These patterns raise questions about how resource allocation reflects institutional priorities.

This project aims to analyze how Cal Poly’s general fund is distributed across its major divisions over the past four fiscal years (FY2020–21 through FY2023–24). The goal is to identify trends in funding growth, compare relative allocations, and assess whether divisions with varying operational scopes and responsibilities receive funding proportional to their roles.

Using a quantitative, descriptive research approach, I will examine secondary data from Cal Poly’s published budget books. I will extract base allocation amounts for each division—such as Academic Affairs, Student Affairs, Administration & Finance, Information Technology Services, and the Office of Diversity & Inclusion—and analyze year-over-year trends. Where possible, I will contextualize these allocations alongside enrollment and strategic campus initiatives. This research will help surface potential equity gaps in funding and inform campus conversations around transparency, shared governance, and mission-aligned budgeting.

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Lucero, Miranda

curriculum and instruction 

RESEARCH TITLE

Assessment and Extracurriculars in Rural Areas

ABSTRACT

This mixed-methods study explores how high-stakes standardized assessment affects the quantity and quality of extracurricular opportunities available to 3rd and 4th-grade students in a low-socioeconomic, rural community. The study compares these findings to a middle-income, suburban school to examine disparities in access and engagement.

Guided by a socioecological perspective, this study considers the strong correlation between socioeconomic status (SES) and educational opportunity (Aikens & Barbarin, 2008). It draws from research linking extracurricular involvement to positive academic, behavioral, and health outcomes (Villareal & Gonzalez, 2016; Mahoney et al., 2006; Connelly et al., 2022).

A mixed-methods approach will be used, including surveys and interviews. Quantitative data will be collected via student surveys and standardized assessment scores, while qualitative insights will come from student and teacher interviews.

Participants are 3rd and 4th-grade students from a rural school in the Eastern U.S. (avg. 19 students/classroom; 49% qualify for free/reduced lunch). Surveys (Google Forms) and voice-recorded interviews will be used to gather and analyze data. Comparisons will be made with a demographically different suburban school.

It is expected that the rural school will offer fewer extracurricular options and that assessment pressures may effect participation.

This study contributes to conversations about educational equity, illustrating how policy and SES influence student access to developmental opportunities beyond academics.

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Marfia, Collin

higher education counseling and student affairs

Collin is a first-year graduate student in the (M.S) Higher Education, Counseling, and Student Affairs program. He received his B.A in History and B.S. in Anthropology & Geography at Cal Poly SLO. Collin currently works as an Academic Advisor within the Mustang Success Center, the First-Year Advising Center, and as the Student Director for the HE{a]RD, a qualitative market research program housed within the Assessment and Research division of the Office of the Vice President of Student Affairs. In his free time, Collin enjoys spending time with friends and family, rock climbing, and roller skating. Collin’s other involvements on campus include Cal Poly Rose Float, the Archaeology Club, and a research project within the School of Education. Collin’s short-term career goals include working in student affairs and higher education, potentially in academic advising or as a program coordinator, with the long-term goal of transition into curriculum design and educational programming for museums and archives.

LinkedIn

RESEARCH TITLE

The Effects of Informal Learning on Higher Education

ABSTRACT

This project seeks to explore the impacts of informal learning and object-based learning (OBL) on higher education students. I will be doing a systematic literature review of studies done on students that receive such education (i.e. museum-based instruction, hands-on learning, etc.) and the potential benefits or drawbacks that this modality of learning has had on their experience as a student. This project will draw heavily on studies based in social sciences education, but will also explore the impact this style of education has had on other disciplines (pending availability of current literature). The foundation and inspiration for this line of inquiry comes from Cal Poly’s “Learn By Doing” motto, and different ways that this style of learning has been implemented elsewhere. This project will hopefully culminate in a course designed and implemented at Cal Poly, with curriculum based off results found in this study. This work could have a direct impact on Cal Poly students and help further Cal Poly’s “Learn By Doing” mission.

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Mayes, Brittney

curriculum and instruction

RESEARCH TITLE

Collaboration for Professional Development: Effects on Primary School Educators’ Self-Efficacy and Student Achievement

ABSTRACT

This research looks at how working together through collaborative professional development (CPD) influences primary school teachers’ self-efficacy and how it connects to their students’ academic achievement. Instead of teachers learning in isolation, this study focuses on group learning experiences like peer coaching, team lesson planning, and professional learning communities (PLC). Using a mixed-methods approach, the study gathers data through surveys which offer observable measures of self-efficacy as well as stories through interviews to get a fuller picture of collaborative practices at play and how they feel about them. The results show that when teachers regularly collaborate, their confidence in teaching grows. They try new strategies more often, feel better supported, and create richer learning experiences for their students. More importantly, students benefit too. Schools where teachers engaged in collaboration saw noticeable improvements in student performance. The findings suggest that professional development isn’t just about attending workshops, but rather about building strong, ongoing relationships among educators. When teachers learn and grow together, both the teachers and their students benefit. This study offers ideas for schools and leaders who want to make collaboration a real and lasting part of professional learning.

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Mink, Grace

curriculum and instruction 

RESEARCH TITLE

The Impact of Parent-Implemented Literacy Practices on Student Literacy Development

ABSTRACT

The purpose of this study is to examine the relationships between parent implementation of at-home literacy practices and students’ attitudes towards engaging in the practices.

Research questions: What effects do implementing at-home literacy practices have on the experiences of parents and students?

How can teachers best support parents to implement at-home literacy practices?

Relevant Research: Incorporating literacy practices at home while also practicing at school predicts a positive impact on literacy development (Lonigan, & Shanahan, 2009).

Literacy-rich environments that consist of play-based activities focused around literacy are highly effective in promoting literacy development (Roscos, et al., 2003).

Home and school are the two places where children engage in the most learning. Bridging that gap is important to see literacy success (Galindo & Sheldon, 2012).

Parents are oftentimes not aware of how to support their child and the reading and writing skills that encourage literacy abilities. They have certain perceptions of how to get a desired outcome and value more of a drill and practice method versus other, more developmentally appropriate methods that value a process rather than an outcome (Al‐Momani, 2010).

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Montaseri, Armin

higher education counseling and student affairs

RESEARCH TITLE

Utilization of animal therapy in the CSU system

ABSTRACT

It has become more popular recently to use animals as a source of therapy or comfort for many: especially students. The most many of us see is when campus organizations bring an animal(typically dogs) to provide relief and a sense of comfort that students may not be able to receive while completing their degree. Across the 23 CSU campuses, there may be different approaches to this practice that I will dissect through a content analysis of online resources regarding the therapy services on campus. This can include, but is not limited to: department websites, Instagram posts, and academic calendars. This type of support is possible across all campuses, and by analyzing the different programs, it will become apparent if they have made these programs unique, or are copying a basic framework. There may also be notable differences in the organizations on campus that choose to host these events. As I comb through their programs, the study would point out key similarities in varying programs, as well as their unique attributes and how it may be contributing to the success of their programs.

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Mota, Anthony

higher education counseling and student affairs

RESEARCH TITLE

Foster Youth Support: A CSU Webpage Analysis

ABSTRACT

For my research project, I will be conducting a content analysis of all 23 CSU Guardian Scholars webpages to see how each campus presents support services for foster youth. The goal is to identify common themes, resources highlighted, and items that are missing or inconsistent across campuses. Since websites are usually the first-place students look for to get information, it's important to understand how these programs are consistent with communicating support.

I will be approaching this from a critical perspective, focusing on equity, access, and how information (and the lack of it) can impact a marginalized population like foster youth, who already have many challenges in higher education. My data will come from publicly available web-pages, and I will be reviewing them to find patters related to academic support, financial aid, housing, mentorship, enrollment applications, qualifications, and overall messaging.

I expect to find that while some campuses provide clear and detailed information, many others might not be as developed or offer enough information on their program. This is important because foster youth need consistent, access resources to succeed and stay in school. This project highlights the role of effective communication in supporting retentions and success for this underserved community.

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Vazquez, Gabe

higher education counseling and student affairs

RESEARCH TITLE

Reflective Writing Practices to Support Student Well-Being

ABSTRACT

I am aiming to explore how higher education scholars have examined the impacts of journaling and reflective writing practices on the mental health and resiliency of college students. With rising concerns about student mental health in higher education, understanding accessible, low-cost interventions like writing practices is increasingly important. Drawing from research across higher education, student affairs, counseling, and psychology, this study will review and synthesize existing literature that addresses how reflective writing influences stress management, emotional regulation, and resilience-building in college student populations.

Using a qualitative, integrative literature review methodology, the project will analyze secondary data from peer-reviewed studies, with a focus on identifying common findings, theoretical perspectives, and gaps in the research. Sources will include scholarly articles examining expressive writing interventions, reflective practices in academic settings, and mental health outcomes among college students. While final findings are in progress, I anticipate that the literature will highlight both psychological benefits (e.g., reduced anxiety and depression symptoms) and personal development gains (e.g., increased resilience and coping strategies) associated with reflective writing.

This project aims to contribute to discussions in higher education about how non-clinical, developmental supports can enhance student well-being and academic persistence. The findings may offer practical implications for student support services, academic programs, and wellness initiatives seeking low-barrier strategies to foster resilience among diverse college student populations.

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