2026 Graduate Research Symposium Presenters

Allen, Shanterria

Educational Leadership and Administration

Shanterria “Shay” Allen is an educator, emerging leader, and aspiring professor dedicated to advancing equity and student success in education. Her journey is rooted in resilience and purpose, having relocated to California in 2015 to create greater opportunities for her family and break generational barriers. As a first-generation college graduate, Shay has remained committed to redefining what is possible for herself and future generations.

She holds a bachelor’s degree in Elementary Education, along with teaching credentials and a minor in Social and Behavioral Science. Shay is currently completing her master’s degree in Educational Leadership and Administration, where she has strengthened her skills in instructional leadership, equity-driven practices, and student-centered learning. Throughout her academic career, she has earned multiple associate degrees and certifications, ultimately transferring to California Polytechnic State University, San Luis Obispo, where she completed her undergraduate studies. She has also served as a fellow to a professor, collaborating on research, attending national conferences, and presenting her thesis at professional organizations such as the American Educational Research Association (AERA) and the International Council of Professors of Educational Leadership (ICPEL).

Shay’s professional interests include educational leadership, social-emotional learning, and addressing systemic inequities in education. She is passionate about creating inclusive environments that support the whole child and empower both students and educators to succeed.

Following graduation, Shay plans to pursue opportunities as a junior college professor while continuing her professional work in education. She will begin a Doctoral program in Educational Leadership with a focus on Social Justice in 2027, with the goal of becoming a principal or educational administrator and driving meaningful change within school systems. As the first in her family to pursue a doctoral degree, Shay is committed to breaking generational cycles and inspiring others through her journey.

RESEARCH TITLE

When Words Wound: A Mixed-Method Study of Racial Slurs in High School

ABSTRACT

This study examines how racialized language, particularly the use of the N-word, shapes student development, identity formation, and sense of belonging within a high school setting. The purpose of the project is to explore how students, administrators or principals, and school board members at Lompoc High School perceive, experience, and respond to racial slurs between 2024 and 2026. Grounded in a mixed-methods action research framework, the study draws on perspectives related to school racial climate, adolescent development, and equity in education.

A convergent mixed-methods design will be used to collect and analyze both qualitative and quantitative data. Qualitative data will be gathered through semi-structured interviews with students, principals and administrators as well as observations from school board meetings attended by the researcher. Quantitative data will be collected from publicly available sources, including the Lompoc High School website and the California School Dashboard, to provide context on enrollment demographics and school climate indicators. Data will be analyzed through thematic coding and descriptive statistical analysis, with findings integrated through triangulation.

The expected results will highlight how inconsistent responses to racial language influence student experiences and perceptions of safety and belonging. The study anticipates identifying gaps in communication, policy, and educator preparedness. This research is significant because it contributes to the field by centering multiple stakeholder perspectives and offering actionable insights for creating more equitable and developmentally supportive school environments.

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Broms, Julia

Curriculum and Instruction

Julia Broms (she/her/hers) is earning her Master of Arts in Curriculum and Instruction from California Polytechnic State University, San Luis Obispo. She previously graduated from Cal Poly in 2024 with a Bachelor of Arts in History and a minor in Women’s and Gender Studies and also completed her single-subject teaching credential in Social Science.

Julia teaches 9th-grade World History and 12th-grade Ethnic Studies at Anzar High School. She is passionate about creating inclusive, student-centered classrooms where students feel seen, valued, and empowered to think critically about the world around them. Her teaching is grounded in culturally responsive and antiracist practices, as well as a commitment to equity and justice in education. As a queer educator, Julia is dedicated to fostering affirming spaces for all students, particularly those whose identities have historically been marginalized in schools.

RESEARCH TITLE

Guided Discovery: Supporting Primary Source Analysis

ABSTRACT

Many secondary students feel uncertain when analyzing primary sources, despite their importance in developing historical thinking skills. This action research study examines how a scaffolded primary source unit influences ninth-grade students’ confidence and analytical abilities. This study takes place at a small public high school on California’s Central Coast serving a culturally and linguistically diverse population in a rural agricultural community, where the majority of students identify as Hispanic or Latinx. The study includes sixty-seven students and was conducted in three ninth-grade World History classes during a unit on the Interwar Period. Instruction incorporates teacher modeling, guided practice, graphic organizers, collaborative analysis, and structured claim-evidence-reasoning writing. Data will be collected through pre- and post-unit surveys, rubric-assessed student work samples, and end-of-unit written reflections. Quantitative data will be analyzed using descriptive statistics, while qualitative responses will be coded to identify themes. This study may provide insight into how intentional scaffolding strengthens student confidence and disciplinary literacy, informing more equitable and inquiry-based approaches to primary source instruction in secondary history classrooms.

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Bryan, Katrine

Curriculum and instruction

Katrine Bryan is a dedicated educational leader and curriculum specialist currently serving as the Secondary Mathematics Teacher on Special Assignment (TOSA) for the Lucia Mar Unified School District. Her vast experience as a math teacher has shaped into a pivotal leadership role where she drives district-wide initiatives in curriculum development, instructional alignment, and professional learning communities. Her work is centered on achieving a guaranteed and viable curriculum by identifying priority standards, crafting assessments, and implementing the principles of the California Math Framework. Beyond her district leadership, she is a recognized voice in the math education community, frequently conducting professional development throughout the county and presenting at national conferences, including NCTM and CMC-South. Katrine is known for her intellectual curiosity and her commitment to student-centered learning and educational equity. She is a collaborative leader who excels at building strong relationships with teachers and administrators to foster a positive, supportive environment for academic excellence.

RESEARCH TITLE

Is Homework Working for All?

ABSTRACT

This study explores the relationship between homework consistency and students’ mastery of key learning outcomes in secondary algebra classes. It also looks closely at how this relationship may differ for students receiving English Language Development (ELD) support. In particular, the study asks whether traditional homework practices truly support learning for all students, or if they may unintentionally contribute to existing achievement gaps.

The research is framed within the context of educational equity and access and guided by the mandates of California’s Local Control and Accountability Plan (LCAP). The action research challenges a perspective on normalized instructional routines, questioning whether independent practice, like homework, creates systemic barriers for vulnerable populations who may lack the home resources or English proficiency necessary to bridge the gap between classroom instruction and summative assessment.

Utilizing a quantitative correlational research design, this study analyzed a full academic year of historical gradebook data (2022–2023) from a large high school. The analysis used descriptive statistics to establish means and standard deviations, Pearson correlation coefficients to measure the strength of relationships between variables, and a one-way analysis of variance (ANOVA) to evaluate the impact of mediating factors such as teacher variability and the time of day.

The data set comprised anonymized records for 1,976 students across all algebra sections at a single high school. To isolate the variables of interest, the research focused exclusively on consolidated unit homework scores and corresponding summative unit assessments, intentionally excluding formative quizzes, extra credit, and non-academic assignments.

While prior research often shows a positive link between homework and achievement at the high school level, this study expects to find a weaker connection for students receiving ELD support. For these students, homework completion may be a less reliable indicator of true understanding, especially when access to support or language proficiency is limited. In this way, homework may function less as a support for learning and more as a barrier.

By examining a common instructional practice through an equity lens, this study aims to highlight where and how inequities can emerge in mathematics classrooms. The findings are intended to support educators in rethinking homework and assessment practices so that they expand opportunities for learning rather than limit them. Are the practices we use as a base for learning in mathematics working, and are they accessible to all?

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Fledderman, Brooke

Curriculum and instruction

Brooke is a graduate student pursuing her master’s degree, and she earned her B.S. from Pennsylvania State University. She currently serves as a first-grade teacher in Arroyo Grande, CA, where she will continue teaching following summer graduation. Her work in education reflects a deep commitment to cultivating inclusive, engaging learning environments that support young learners in developing foundational skills, confidence, and a lifelong love of learning. In her free time, Brooke enjoys traveling, reading, and spending time with friends and family while staying active. The most impactful experience in her graduate program has been conducting research on the implementation of an environmental sustainability curriculum in early childhood education, with a focus on enhancing students’ environmental awareness, curiosity, and science-based learning. 

LinkedIn

RESEARCH TITLE

Implementation of Environmental Sustainability Curriculum in Early Childhood Education

ABSTRACT

Young children are at a critical stage for developing lifelong attitudes and behaviors, making early education a powerful opportunity to foster environmental responsibility. As concerns about sustainability continue to grow, there is an increasing need to introduce developmentally appropriate environmental education in primary classrooms. The objective of this study is to examine how implementing an environmental sustainability curriculum impacts young students’ environmental awareness, curiosity, and science-based learning. It explores the question: What is the relationship between the implementation of an environmental sustainability curriculum in early childhood education and its effectiveness for young students in science-based learning? Using a mixed-methods approach, this work was conducted with 24 first-grade students over a 4–6 week period through hands-on, inquiry-based activities such as sorting recyclables, observing waste habits, and caring for plants. Data were collected through pre- and post-attitude surveys, student interviews, classroom observations, and student work samples, and analyzed using descriptive statistics, qualitative coding, and triangulation. Findings are expected to show increased environmental awareness, stronger connections between human actions and environmental outcomes, and greater engagement in science learning. Ultimately, this study highlights the importance of integrating sustainability into early education, offering practical implications for educators seeking to cultivate environmentally responsible and engaged learners from a young age.

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Garcia, Fernanda

curriculum and instruction

Fernanda is a first-generation graduate student. She received her Bachelor of Arts degree and teaching credential from San Jose State University in 2022. After graduating, she began her work in dual language immersion classrooms and has since taught first and third grade. Fernanda is passionate about bilingualism in the classroom and is currently completing her Master of Arts in Curriculum and Instruction at Cal Poly, San Luis Obispo. Her research is focused on how translanguaging supports writing instruction, paving the way for more effective teaching practices in the bilingual classroom.

RESEARCH TITLE

Effects of Translanguaging Strategies in Writing

ABSTRACT

Despite recent findings on writing instruction, there remains a gap in understanding how translanguaging strategies support writing development in dual language immersion (DLI) classrooms. Translanguaging is the practice of using one’s full range of linguistic skills when speaking and writing. This action research project examines the effects of implementing translanguaging strategies during writing instruction in a first-grade DLI classroom over three weeks. Data will be collected through pre- and post-student interviews, a teacher observation journal, and analysis of students’ pre- and post- writing samples. It is expected that students will demonstrate growth in their Spanish writing development and have a more positive attitude toward writing through the opportunities to use their full linguistic repertoires. The findings of this study will serve as data for instructional practices of educators in DLI programs by providing insight into how translanguaging can be used to create more inclusive and effective writing instruction that builds on students’ bilingual strengths.

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Paulus, Elizabeth

Curriculum and instruction

Elizabeth is a middle school teacher in Santa Maria, California, where she teaches 8th grade math and science. She is completing her Master of Arts in Curriculum and Instruction at Cal Poly. Her research focuses on how professional development on executive function (EF) supports teachers’ understanding of student learning, classroom practices, and use of EF-supportive strategies. Her work is shaped by her experience supporting junior high students who benefit from clear routines, organization systems, and strategies that help with attention, planning, and task initiation. Elizabeth enjoys traveling, spending time with her family and dog, crafting, and photography. She hopes to continue using her research to support students and teachers through practical classroom strategies.

RESEARCH TITLE

From Professional Development to Classroom Practice: Supporting Executive Function in Junior High

ABSTRACT

A gap exists between the importance of executive function (EF) skills for student learning and teachers’ understanding of EF and how to support these skills. Teachers may recognize behaviors such as disorganization and trouble managing time but may not recognize these as executive function challenges. In addition, there is limited formal training on how to teach or scaffold EF skills. This action research project examines the influence of a professional development (PD) session on teachers’ EF knowledge, classroom practices, and use of EF-supportive strategies. Professional development will be conducted with approximately 5–10 teachers at an urban public junior high school on California’s Central Coast. Data will be collected through pre- and post-PD surveys, interviews, and participant reflections on the implementation of an EF strategy. Qualitative data will be analyzed through thematic coding. Survey results will be analyzed to identify changes in EF knowledge and strategy use. This study aims to determine whether a professional development session would support teachers in developing a deeper understanding of EF and implementing classroom strategies.

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Pratt, Sabrina

Educational leadership and administration

Sabrina Pratt is a Theater Educator with over twenty years of experiencing teaching theater to all ages. She currently teaches Improvisational Theater in the Cal Poly Theater and Dance Dept and has primarily worked in education settings as a high school drama teacher. In 2016 Sabrina founded Central Coast Comedy Theater, a sketch and improv training center located in San Luis Obispo. Sabrina gained much of her professional experience as an actor, director, writer and improviser during her time living in Chicago. She has taught, acted and directed at Second City Chicago, iO and Comedy Sportz Chicago. Sabrina is looking forward to continuing to practice her leadership and implement what she has learned in her graduate studies as an educator in San Luis Obispo County.

Personal Website 

RESEARCH TITLE

Wellbeing Support Needs for California Theater Educators Grades 6-12

ABSTRACT

This study examines the support needs of California theater educators with the goal of identifying systemic gaps in meeting the needs of these teachers. The project explores how institutional, professional, and socio-emotional supports impact educator sustainability and program quality in this unique discipline.

Using a mixed-methods approach, data will be collected through surveys and interviews with theater teachers working with grades 6-12 across San Luis Obispo and Santa Barbara Counties. Quantitative data will be analyzed to identify trends in resource allocation, workload, and access to support, while qualitative responses will provide insight into lived experiences, challenges, and the effectiveness of adaptive strategies used by these educators.

Initial findings indicate that theater educators face significant disparities in funding, administrative support, and professional development opportunities. Key needs include access to subject-specific training, equitable funding structures, and stronger advocacy at the district and state levels. Initial findings also highlight the importance of community-building and mentorship networks in mitigating burnout.

This research contributes to the broader field of arts education by centering theater educators’ voices and offering evidence-based recommendations for policy and practice. Its implications extend to educational leaders, policymakers, and arts organizations seeking to promote equity, sustainability, and wellbeing in theater education.

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Weinert, Ella

Special education

Ella Weinert earned her undergraduate degree in Liberal Studies from California Polytechnic State University, San Luis Obispo, in December 2024. She is currently completing her master’s degree and credential in Special Education at the same institution, with graduation anticipated in June. Throughout her graduate program, Ella developed a strong interest in educational research, particularly in special education.

Following graduation, Ella will remain in San Luis Obispo County, where she has signed a contract to teach middle school special education in the Santa Maria-Bonita School District. She is committed to building her classroom experience and supporting diverse learners in inclusive settings. Looking ahead, after several years of classroom experience, Ella plans to return to graduate school to pursue a Ph.D. in Special Education, with the goal of contributing to research that improves outcomes for students with disabilities.

RESEARCH TITLE

The Effects of AI-Tutor Supported Independent Practice Compared to Independent Practice Without AI: A Single Case Research Study

ABSTRACT

Independent mathematics practice is a critical but vulnerable learning context: without real-time corrective feedback, students with learning disabilities risk rehearsing incorrect procedures and reinforcing errors. This study examines whether structured AI-Tutor support during independent practice can improve procedural and overall accuracy for high school students with Specific Learning Disabilities (SLD) in an intervention geometry course.

Grounded in scaffolded instruction theory and emerging frameworks for AI literacy in education, this study employs a single-case Alternating Treatments Design (ATD) across approximately three weeks with 1–3 students (grades 11–12) enrolled in Intervention Geometry at San Luis Obispo High School. The independent variable is access to a structured AI-Tutor (ChatGPT in Tutor Mode) paired with a guided prompt scaffold and a tiered support system progressing from conceptual hints to fully guided walkthroughs. The control condition reflects business-as-usual independent practice with typical classroom supports.

Dependent variables — procedural accuracy rate and overall accuracy — are measured from routine practice worksheets and brief end-of-session probes administered without AI access. Interobserver agreement will be established through independent scoring by the faculty supervisor. Data are analyzed visually across alternating conditions to evaluate within-participant effects.

Expected results indicate that AI-Tutor–supported practice will yield higher procedural and overall accuracy than No-AI conditions. If supported, findings would suggest that structured, tiered AI tutoring tools can meaningfully reduce error rehearsal during independent practice. This study contributes to a nascent but growing body of literature on AI integration for students with disabilities, offering a replicable protocol for classroom researchers seeking to evaluate AI-assisted intervention at the individual student level.

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Wogahn, Alyssa

educational leadership and administration

Alyssa is a graduate student who received her B.S. from Cal Poly San Luis Obispo in Child Development and Psychology. After receiving her bachelor's degree from Cal Poly, she received her multi-subject teaching credential. Her work experience includes teaching grades 2-5 for almost 10 years. In Alyssa's spare time she enjoys hiking, thrift shopping with friends, and celebrates getting married this fall. Alyssa's favorite experience at Cal Poly has been growing close to her cohort on a deep heart level while working with phenomenal professors: Dr. Somoza-Norton and Dr. Koski. Alyssa aims to continue serving as a leader in education while championing teacher voice and supporting her students.

LinkedIn

RESEARCH TITLE

Lessons in Leadership: Long-Standing Teachers on Leadership and Identity

ABSTRACT

This study examines how long-standing teachers who began teaching between the 1990s and early 2010s understand the evolution of school leadership and how those experiences shaped their professional identity and classroom practice. Grounded in perspectives on educational leadership, professional identity, and organizational change, the study is informed by literature emphasizing the importance of administrator-teacher relationships, school climate, and policy-driven reform. The purpose of the study is to gather veteran teachers’ perspectives on principal leadership across a major period of educational reform from the 1990s and early 2000s.

The study considers how their insights may inform current educational leadership and teacher support. The study will use an explanatory mixed-methods design. The collection of quantitative and qualitative data will occur in two phases. First, approximately 100 veteran teachers from Santa Maria and Orcutt, California, who taught during the time period examined will complete an online survey consisting of Likert-scale and open-ended items. The second phase includes 6–8 participants who will engage in follow-up semi-structured interviews to deepen and clarify patterns found in the survey data. Data sources will include survey responses, interview transcripts, and relevant historical and peer-reviewed literature on educational reform from 1990 to 2015. Quantitative data will be analyzed using descriptive statistics, while qualitative responses will be coded for recurring themes, including communication, trust, support, policy pressure, morale, and professional identity.

The expected findings may suggest that veteran teachers will identify both supportive and challenging leadership practices and reveal how policy changes influenced morale, instruction, and teacher identity. This study is significant because it preserves the voices of experienced educators and offers insight for current and future school leaders seeking to build more responsive, trustworthy, and sustainable leadership practices.

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