Steele Symposium

An annual celebration of our students’ scholarship

Friday, May 11, 2018
12:30 – 6:00 p.m.
Clayton Hall on UD’s Laird Campus
100 David Hollowell Dr.

The reception is free and open to all, but we ask that you RSVP by May 4th.
Parking fees will be waived in the Clayton Hall lot. 

Add this event to your calendar.  

The Steele Symposium is coordinated by the College of Education and Human Development and includes presentations by undergraduate and graduate students from the School of Education and the Department of Human Development and Family Sciences.

The Symposium is a great opportunity for students to showcase their work for classes, research projects or toward their graduate degree. Students may elect to present papers or posters.

In recognition of the symposium’s roots in home economics and family and consumer sciences, students from the Fashion and Apparel Studies department and in the majors of Applied Nutrition, Dietetics, Nutritional Sciences and Nutrition are warmly invited to participate.  In addition, faculty of the departments, as well as guests and community members, are enthusiastically welcome to attend and hear the student presentations.

This Symposium is made possible by the generous donation by the Steele Family. Learn more about Marion H. Steele and the establishment of the Marion Steele Research Symposium. 


New for 2018

This year, we added a new element–CEHDTalks. Five graduate students presented their research in a format similar to a TED Talk. During the semester, these students received coaching to help them explain their research through storytelling.

Taylor Ryan

Taylor Ryan, a master’s student in Human Development and Family Sciences presented her research “Opening the Gates: Universities and Suicide Prevention.”

Click to play video CEHDTalks Taylor Ryan

Daniela Avelar

Daniela Avelar, a Ph.D student in the School of Education, presented “Emotional Benefits of Parent-Child Book Reading” about the benefits of reading to a child.

Click to play video CHEDTalks Daniela Avelar

Kate Cottle

Kate Cottle, an Ed.D student in Educational Leadership, presented “Effective MUGs: Grammar Instruction for Basic Writers”.

Click to play video CEHDTalks Kate Cottle

Marcia Shirilla

Marcia Shirilla, a Ph.D student in the School of Education, presents “The Gamified Life” about the benefits of learning through play.

Click to play video CEHD Talks Marcia Shirilla

Caroline Morano

Caroline Morano presented her research “What Makes A Shape A Shape? A Study Of Children’s Questions.”

Click to play video CEHDTalks Caroline Morano

 
 

Paper Presentations

  • There will be six 20-minute sessions with up to 6 concurrent sessions in each time slot.
  • Presenters should prepare a 15-minute talk and then allow five minutes for questions and answers.
  • Presenters should plan to bring their own laptop or you may borrow one from us if you let us know in advance.
  • Though internet connections are expected, presenters should have a reliable back-up of your presentation files.

Poster Session

The poster session will be about 60 minutes and everyone who is preparing a poster will be scheduled during this same session starting at 5:00 pm.

Please plan to arrive and have your poster set up by 4:40 pm.

Students who present posters stand next to their display and audience members circulate through the room and look at the posters and may ask questions or offer ideas.

Poster details:

  • At the event, you will be provided an easel, a foam poster board (36 x 48 inches) and clips to display your poster.
  • It is highly recommended you have your poster printed on paper 36 x 48 inches. This can be rolled up for easy transport.
  • Students are responsible for having their posters printed. Printing may be done through UD’s Information Technologies, University Printing or Morris Library Multimedia center or by an off-campus vendor. Printing a large format poster can take 24 hours (or more), so please plan accordingly.

Questions

Please contact Christina Johnston for questions about presentation logistics.

Program Requirement for Ph.D. in Education Students

Participation in the research symposium is required for Ph.D. in Education students to provide experience with professional conference style presentations, and to share your work with your colleagues and faculty. Generally, first-year students attend the event, second year students provide a poster presentation, and third and fourth year students give a paper presentation. However, Ph.D. students are welcome to present at any time.

All Student Participants

The Steele Symposium is a wonderful chance for undergraduate and graduate students showcase their work.  If you are interested in presenting, please talk with your adviser or other faculty sponsor well in advance.

Presenter Feedback Forms are distributed at each speaker session and the results will be shared with the presenters following the event. 

Submitting a Paper or Poster

Through the support of the Steele family, students are eligible for financial awards, recognizing excellent student scholarship.

All presenters may submit their work for consideration for an award; however, this is not required.

To be considered for an award, the student’s paper summary or poster submission must be the original work of the student. Co-authors may submit for award consideration, as long as the co-authors are UD students. Papers or posters co-authored with faculty may not be submitted for award consideration.

Papers and posters that are being considered for awards will be prepared by the CEHD Dean’s Office for blind review by the faculty committee and judged by a faculty committee using a common rubric. (See the Poster Rubric and the Paper Rubric.)

Students submitting papers for award consideration: Do not submit your entire original paper, but instead submit a summary following these guidelines:

Graduate Student Guidelines for Paper Submission Undergraduate Student Guidelines for Paper Submission
Summaries of graduate-level papers have a 5-page limit. All submissions must be double spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left. Summaries of undergraduate-level papers have a 3-page limit. All submissions must be double spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left.
May submit 2 additional pages of tables or figures. May submit 2 additional pages of tables or figures.
A summary of a research report should provide background, rationale, questions, methodology, results, and implications of a completed study.

A summary of a theoretical or policy paper should provide a brief overview of the issue to be address, related research findings, conclusions, and implications.

A summary of a research report should provide background, rationale, questions, methodology, results, and implications of a completed study.

A summary of a theoretical or policy paper should provide a brief overview of the issue to be address, related research findings, conclusions, and implications.

Submitting a Poster for Prize Consideration

All posters to be considered for prizes should be delivered to the CEHD Dean’s Office in 106 Alison Hall West by April 16.  See below for size specifications and printing information.

Students are responsible for having their posters printed. A basic research poster template is available for download. You can adjust the formatting to appropriately display your findings.

Printing may be done on campus through Morris LibraryInformation Technologies or University Printing or at an off-campus vendor or your choosing.

Printing a large format poster can take 24 hours (or perhaps more) so please plan accordingly.

At the event, students will be provided an easel, clips and a foam poster board (36″ x 48″) to support the paper poster.  Most students have large format posters printed on paper and then roll them up for transport.  At the event, you can unroll your poster and affix it to the cardboard poster board with the clips provided. It would be an excellent idea to print your poster in a size that will fit onto a surface that is 36 x 48 inches.

Steele Symposium Student Registration Form  (due April 16 at 8 a.m., from every student participating in the Steele Symposium). We will post the Steele Symposium schedule after the close of registration.

Submitting a PAPER for Award Consideration and Presenting it at the Steele Symposium Submitting a POSTER for Award Consideration and Presenting it at the Steele Symposium Presenting a PAPER at the Steele Symposium
(no award consideration)
Presenting a POSTER at the Steele Symposium
(no award consideration)
Work Product Description You will submit a completed paper to be judged by a faculty committee and give an oral presentation about your project at the Symposium. You will submit a completed poster summarizing your research to be judged by a faculty committee and be prepared to give an oral description during the Poster Session at the Symposium. You will prepare an oral presentation of a research project you are planning or have conducted, either in class or for your own research. No actual document needs to be submitted. You will bring a completed poster summarizing your research project and be prepared to give an oral description of your project at the Poster Session on May 11.
Registration Deadline APRIL 16, 2018 by 8 AM:

Steele Symposium Registration Form including final title and abstract is due.

APRIL 16, 2018 by 8 AM:

Steele Symposium Registration Form including final title and abstract is due.

APRIL 16, 2018 by 8 AM: Steele Symposium Registration Form including final title and abstract is due. APRIL 16, 2018 by 8 AM: Steele Symposium Registration Form including final title and abstract is due.
Work Product Due Date APRIL 16, 2018 by 8 AM: Your completed paper is submitted and the Dean’s Office will remove identifying information before faculty judging.

MAY 11, 2018: You will give an oral presentation about your project at the Steele Symposium.

APRIL 16, 2018 by 8 AM: Your completed poster is submitted and the Dean’s Office will remove identifying information before faculty judging. Posters should be delivered to 106 Alison Hall West.

MAY 11, 2018: You will give an informal summary about your poster during the Poster Session at the Steele Symposium.

MAY 11, 2018: You will give an oral presentation about your project at the Steele Symposium. MAY 11, 2018: You will give an oral description about your poster during the Poster Session at the Steele Symposium.

Steele Symposium Schedule

Friday, May 11, 2018
Clayton Hall on UD’s Laird Campus
100 David Hollowell Dr.

AC:  Award Consideration

CEHDTalks (New presentation format)

1:00-2:00 p.m. Room 125

Daniela Avelar, Ph.D. in Education student
Emotional Benefits of Parent-Child Book Reading

Kate Cottle, Ed.D. in Educational Leadership student
Effective MUGs: Grammar Instruction for Basic Writers

Caroline Morano, Ph.D. in Education student
What makes a shape a shape? A study of children’s questions

Taylor Ryan, M.S. in Human Development and Family Sciences student
Opening the Gates: Universities and Suicide Prevention

Marcia Shirilla, Ph.D. in Education student
The Gamified Life

2:10-2:30 p.m.  Session 1

Kelly Curtis, Ph.D. in Education student            Room 110
Positioning Students for Success: How to Promote Students as Mathematicians

Andrea Drewes, Ph.D. in Education student       Room 121
Science Teacher Identity for Teaching Climate Change: Exploring Lived Experiences and Identity Construction

Juana Gaviria-Loaiza, Ph.D. in Human Development and Family Sciences student       Room 122, AC
Maternal Depression and Child-Directed Speech During Play: Influences on Toddler’s Communication Abilities and Socioemotional Competence

Rachel Salinger, Ph.D. in Education student         Room 123, AC
Effects of Teachers’ Backgrounds and Perspectives of Disability Stigma on Efforts to Address Stigma in the Classroom

Hui Yang, Ph.D. in Education student          Room 124, AC
Understanding Computational Thinking Outside the Classroom: Capturing Learning Vignettes in a Public Library Programming Club

2:40-3:00 p.m.  Session 2

Hye Jung Choi, Ph.D. in Education student          Room 121
Korean American Students’ Contradiction between Preconceived Perceptions and Lived Experiences of Community Colleges

Joseph DiNapoli, Ph.D. in Education student        Room 124, AC
Supporting Secondary Students’ Perseverance at Moments of Impasse during Mathematical Problem-Solving

Kaysa Lammers, Senior Human Services major       Room 123, AC
Homeschooling Regulations Required for Children’s Rights

John Strong, Ph.D. in Education student                    Room 110
Measuring Text Structure Awareness in Upper Elementary Grades

Kati Tilley, Ph.D. in Education student                        Room 122, AC
Program Evaluation: Research for Schools’ Instrument Development 

3:10-3:30          Session 3

Justin Coger, Ph.D. in Economic Education student        Room 121, AC
Canonical Neoclassical Macroeconomic Growth Models with Carbon Emissions: A Ramsey Model

Thomas Gamel-McCormick, M.S. in Human Development & Family Sciences student  Room 123
Father-Child Attachment and Early Vocabulary Acquisition

Angela Harris, Ph.D. in Education student                 Room 110       
Students’ Perceptions of Engagement, Bullying Victimization, and School Climate: Does Being Retained One or More Times Make a Difference?

Andrew Hurwitz, Ph.D. in Education student             Room 122
Bayesian and Frequentist Statistics: A Novel Conceptual Framework

Laura Willoughby, Ph.D. in Education student           Room 124
Examining High School Students’ Situational Interest in Mathematical Tasks

3:40-4:00          Session 4

Marisa Kofke, Ph.D. in Education student                   Room 110, AC
Including Disability Studies in Education content in teacher education courses: A collaborative self-study

Sohee Park, Ph.D. in Education student                        Room 122
The Theoretical Landscape of Qualitative Research on Multimodal Composition in K-12 Settings

Chanelle Wilson-Poe, Ed.D. in Educational Leadership student        Room 121, AC
Can We Talk?: Using inquiry as a tool for development of racial literacy skills for teacher candidates

Jordana Woodford, Ph.D. in Education student                   Room 123
A cultural lens on parent engagement: Explanatory sequential design on parent involvement in low income schools

Xiaoxue ‘Vera’ Zhang, Ph.D. in Education student                 Room 124
Development and Validation of a Longitudinal Survey Instrument to Measure Math Engagement and Learning Environment in High School Classrooms

4:10-4:30          Session 5

Amanda Czik, Ph.D. in Education student                    Room 110, AC
Role of Language Status in Predicting Parent Ratings of School Engagement

Tony Mixell, Ph.D. in Education student                         Room 124
Investigating Group Problem Posing for Secondary Students in a Linear Functions-Based Intervention

Meng Fan and Yanmiao Xie, Ph.D. in Education students               Room 122, AC
Impact of Short-Term Study Abroad Program on Intercultural Competence: A Mixed Methods Investigation

Kaysa Lammers, Senior Human Services major                    Room 123, AC
Dynamic Coparenting Process: An Alternate Hypothesis of Maternal Gatekeeping

Yi-Cheng Pan, Ed.D. in Educational Leadership student             Room 121
Building and Assessing Computational Thinking Among Young Learners: A Think-Alouds Approach

4:40-5:00          Session 6

Laura Ahlstrom, Ph.D. in Economic Education student             Room 121
Completing an Economics Degree: The Role of Gender, Grades, and Initial Major Selection

Felicia Hurwitz, Ph.D. in Education student                 Room 122
Understanding the impacts of household composition on early language development

Jenifer Hummer, Ph.D. in Education student                    Room 124
Addressing Misconceptions in Secondary Geometry Proof

Dana Morrison Simone, Ph.D. in Education student           Room 123, AC
Sites of Liberatory Praxis: An Exploration of Educators’ Participation in Grassroots Organizations

5:00-6:00          Poster Session and Reception (Awards at 5:30)          Lobby

Nicholas Bell, Ph.D. in Education student
Preparing preservice teachers to recognize and challenge inequities in schools

Diane Codding, Ph.D. in Education student    AC
The Misalignment of Public Perception and Personal Experience in a “Bad” School

Brianna Devlin, Ph.D. in Education student
Group Differences in First Graders’ Arithmetic Strategy Use: The Effect of Income Status

Yueyue Fan, Ph.D. in Education student
An Evaluation Study on Cross-institutional Undergraduate Research Internship Experiences for Underrepresented Students

Sara Gartland, Ph.D. in Education student
Student Voice and Perceptions When Learning in the Context of Community

Curtis Line, Ed.D. in Educational Leadership student
The Effects of Supplemental Instruction on Student Success at Delaware Technical Community College

Kathleen McCallops, Ph.D. in Human Development and Family Sciences student  AC
The Relationship Between Bullying, Suicide, and Youth Homelessness: The Role of Parent Support as a Moderator

Annastasia Purinton, Ph.D. in Education student  AC
Understanding the Instructional Choices of Elementary ESL Teachers

Sarah Fredrick, Senior, Communication major  AC
Kerry Pini, Senior, Human Services and Cognitive Science major
Rebekah Schrier, Junior, Human Services major   
Familial influence on the college-going of Black and Latino boys: A systematic review of the literature

Pragya Shrestha, Ph.D. in Education student
Weekly International Tea Hour, a Culturally Inclusive Event for an Eastern University’s Student Community.

Rui Wang, Ph.D. in Education student
Impact of Monetary Incentives on Supplemental Nutrition Assistance Program (SNAP) Customers

Colleen Yerger, Junior, Cognitive Science major
Overcoming the Video Deficit: Can Toddlers Learn Words from Watching Videos of Their Parents?

 

AC: Award Consideration. The student has submitted their paper or poster for award consideration.

As of 5/4/18. Schedule is subject to change.