1. education
2. school

Welcome to the 2015 Spring Research Conference!
“Mapping the Research Landscape”
The University of Louisville College of Education and Human Development welcomes you to the 2015 Spring
Research Conference.
The intention of this conference is to give graduate students the opportunity to present their research and
works-in-progress in order to receive feedback from faculty and peers in a friendly yet formal setting – taking
student research to the next level.
The 2015 Spring Research Conference committee would like to thank the following people for their commitment
to advancing the research skills and further success of graduate students.
Key Note Speaker: Dr. Regina Werum
Breakout Session Leaders
Dr. Denise Cumberland
Dr. Rick Balkin
Dr. Jill Adelson
Dr. Ellen Usher
Dr. Mary Hums
Dr. Gaetane Jean-Marie
Dr. Melissa Evans-Andris, Associate Dean for
Research, UofL
Dr. Holly Johnson, Associate Dean for
Innovation and Opportunity, UC
Dr. Robert Shapiro, Senior Associate Dean for
Administration, Research, and Graduate
Student Success, UK
College Deans
Dr. Ann Larson, University of Louisville
Dr. Lawrence J. Johnson, University of Cincinnati
Dr. Mary John O’Hair, University of Kentucky
Room Facilitators
Dr. Meg Hancock
Dr. Jason Immekus
Dr. Maggie McGatha
Dr. Jeffrey Sun
Dr. Bob Ronau
Dr. Shelley Thomas
Dr. Denise Cumberland
Dr. Kyle Ingle
Guest Speakers
Dr. Kristen Mark
Dr. Danelle Stevens-Watkins
Dr. Robert Pennington
Dr. Jill Adelson
Dr. Chester Laine
Dr. Victoria Carr
Dr. Holly Johnson
Finally we would like to thank all who attended and presented today. We wish you much success as you take
your research to the next level!
Amy Stokes
Conference Chair
Site Chairs: Ashley Shelton & Melody Halbleib
Proposals Chair: Allison Hunt & Nana Arthur-Mensah
Publicity & Programs Chairs: Emma Pridham
Technology & Registration Chair: Bo Lowrey
Volunteer Chair: Bill Thornburgh
Research Office Liaison: Christine Payne
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Conference Schedule
Time
Event
Details
Location
8:00 – 8:45
Registration
Continental Breakfast
U-Club Lobby
& Ballroom
8:35 – 8:45
Welcome Address
Dean Ann Larson and Dr. Melissa Evans-Andris
Ballroom
8:50 – 10:00
Paper Session I
Porter 102
Porter 107
Health & Sport
Administration
Higher
Education
Dr. Hancock
Dr. Sun
Porter 102
10:05 – 11:15
Paper Session II
Quantitative
Methods
Dr. Immekus
11:25 – 11:55
12:00 – 12:30
Key Note Speaker
Faculty Breakout
Session
1:50 – 2:20
Lunch & Mapping
the Research
Landscape Panel
Faculty Breakout
Session
Ethics of Research
and IRB
Interviews & the
Job Market
Publishing
Paper Session III
3:40 – 4:20
Poster Session
4:25 – 4:30
Closing Session
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Dr. McGatha
Porter 107
Porter 113
Student Success
Social Justice
Dr. Ronau
Dr. Thomas
Quantitative &
Mixed Methods
Dr. Immekus
Ethics of Research
and IRB
Interviews & the
Job Market
Publishing
Porter 116
Self-Efficacy
Dr. Ronau
Porter 114
Porter 116
Health &
Culture
Higher
Education
Dr. Hancock
Dr. Sun
Ballroom
Dr. Denise Cumberland &
Dr. Rick Balkin
Pub
Dr. Jill Adelson & Dr. Ellen Usher
Boardroom
Dr. Mary Hums &
Dr. Gaetane Jean-Marie
Research Deans Melissa Evans-Andris (UofL),
Holly Johnson (UC), & Robert Shapiro (UK)
UK: Dr. Kristen Mark & Dr. Danelle Stevens-Watkins
UL: Dr. Robert Pennington & Dr. Jill Adelson
UC: Dr. Chester Laine, Dr. Victoria Carr, & Dr. Holly Johnson
Grants and
Funding
2:25 – 3:35
Literacy
Porter 114
Dr. Regina Werum
Grants and
Funding
12:35 – 1:45
Porter 113
Mary Bingham
Library
Ballroom
Dr. Denise Cumberland &
Dr. Rick Balkin
Pub
Dr. Jill Adelson & Dr. Ellen Usher
Boardroom
Dr. Mary Hums &
Dr. Gaetane Jean-Marie
Research Deans Melissa Evans-Andris (UofL),
Holly Johnson (UC), & Robert Shapiro (UK)
Porter 102
Porter 107
Porter 113
Identity &
Gender
HR & Building
Community
Qualitative
Methods
Dr. Hums
Dr. Cumberland
Dr. McGatha
Porter 114
Policy
Dr. Ingle
Mary Bingham
Library
Porter 116
Teacher &
Student
Perceptions
Dr. Ronau
Ballroom
Dr. Melissa Evans-Andris
Ballroom
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PAPER SESSION I 8:50 A.M. – 10:00 A.M.
Presentations will run consecutively within each room. Please select a topic and listen to each presentation in
your selected room. In Paper Session I presentations will occur in 15-minute intervals at 8:50, 9:05, 9:20, &
9:35. Following the presentations there will be a 10 minute Question & Answer period starting at 9:50.
PAPER SESSION I  8:50 A.M.  HEALTH & SPORT ADMINISTRATION  PORTER BUILDING
ROOM 102  FACILITATOR: DR. MEG HANCOCK, UNIVERSITY OF LOUISVILLE
The Relationship between Hip Abductor Muscle Strength and Hip Biomechanics during Gait
Steven Capehart
University of Kentucky
Female runners are reported to be twice as likely to sustain lower extremity running injuries as compared to
their male counterparts. Females with these overuse injuries demonstrate excessive lower extremity frontal
plane motion during the stance phase of running. It has been suggested that weakness of the hip musculature
may be associated with altered kinematics at the knee, hip, pelvis, and trunk during dynamic tasks such as
running. However, a strong relationship between altered frontal plane hip biomechanics and strength during
walking has not been reported consistently in the literature. The lower demand of the walking task may explain
this discrepancy in the literature. A recent study found that compared to a strong group, females with weak hip
abductors demonstrated altered lower-limb and trunk/pelvis coordination during a hopping task but not during
walking. The purpose of this study was to determine the effects of hip abductor fatigue on the frontal plane
kinematics of the knee, hip, pelvis, and trunk during walking and running. Previous studies have used fatigue to
simulate a reduction in hip abduction strength. 33 Healthy female runners participated. Lower extremity
biomechanical data were collected during treadmill walking and running before and after a hip abductor fatigue
protocol. Variables of interest included peak values of knee abduction, hip adduction, pelvic drop, ipsilateral
trunk lean during stance.
Factors Influencing Physical Activity Expectations for Adolescents Residing in Appalachia
Rebecca Elkins
University of Cincinnati
Background: Health disparities for preventable, chronic diseases in the rural, Appalachian regions are a public
health concern. Appalachian adolescents are at an elevated risk for sedentary behavior, thus heightening their
risk for obesity, cardiovascular disease, diabetes and cancer; little research has addressed this concern. Purpose:
This study examined adolescent expectations for engaging in physical activity (PA), chiefly expectations for
relaxation and fitness. Independent variables were self-efficacy expectations (SEE) to overcome barriers to PA,
body mass index (BMI), sex, and grade level. Methods: One-thousand and twenty-four male (n = 504) and
female (n = 520) students in 9th (n = 602) and 12th (n = 422) grades attending 11 high schools in a rural
Appalachian region participated. Participant SEE, BMI, grade level, gender and outcome expectations (OE) for
PA were determined via a self-report questionnaire. Results: Results of a MANOVA indicated that gender, grade
level, and SEE significantly impacted OE for PA. Surprisingly, BMI was not related to PA expectations. The
interaction of self-efficacy and gender as well as self-efficacy and grade level were also significant. Discussion:
Positive health messages supporting increased levels of involvement in PA for adolescents in rural Appalachian
areas and skill building to promote SEE to overcome barriers to PA may encourage these youth to exercise more
frequently. Translation to Health Education Practice: Future research assessing the impact of messages and
programming to improve SEE for PA on changes in PA and adolescents attitudes toward engaging in PA will
advance knowledge in the field.
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Developing a scale to measure sport consumers' smartphone usage
Sun Kang
University of Louisville
Over the years, the popularity of smartphones has changed the way sport consumers follow sport. Sport
consumers today rely on their smartphones to search, receive, disseminate, discuss, and share sport information
and conduct sport activities (e.g., sport-related apps, mobile browser, timer, scheduler). Understanding sport
consumers behaviors associated with smartphones are beneficial for both sport managers and technology
developers as it would provide necessary information to develop creative media strategies to improve existing
services to attract a greater consumer base. However, to date, no valid instruments exist to measure sport
consumer’s motives, constraints, and perceptions toward smartphone usage, comprehensively. Therefore, the
purpose of the study is to examine instruments that address current technologies to explore sport consumers
smartphone usage behaviors. Specifically, current study examines the underlying factor structure for sport
consumers motives, constraints and technological perceptions that are specific to their smartphone usage.
Initially, instruments that addressed sport consumer behavior and technology consumption behavior were
examined. After extensive review of the literature, only the items that were most appropriate for this study, and
showed sound psychometric properties were selected based on their reported reliability and validity
coefficients. The instrument was then sent to panel of experts who specialize in technology use in sport, and/or
survey instrument development and followed by a series of field tests. After the field tests, data were collected
from 372 participants and an Exploratory Factor Analysis (EFA) was conducted to address the purpose of this
study. The details from this study will be presented at the conference.
Leisure Constraints on Virtual Golf
Chulhwan Choi
University of Louisville
With the development of technology, sport consumption behaviors have changed rapidly. Screen Golf, which is
enjoyed indoors with real golf clubs, balls and players’ own swings, has shown an outstanding growth in
Republic of Korea (Jung, Park, Kang, Lee, & Hahn, 2010; Kim, Seo, Kim, & Chang, 2014). Given that the actual golf
might be influenced by location, time, and weather (Han, 2004; Petrick, Backman, Bixler, Norman, 2001; Zhang,
2007), screen golf, which eliminates these limitations, may be an option to attract golfers.
On the other hand, considering that the fundamental purpose of playing golf is to be surrounded by nature,
virtual golf also has participation constraints to attract actual golfers. Based on the fact that the decision making
process for participation is not systematically ordered (Tsai & Coleman, 2009) and is influenced by external
factors (Henderson, 1997), constraints research has contributed to understanding consumer behaviors. Thus,
comparing the participation constraints between golf and virtual golf might be a significant opportunity to
understand golfers' behaviors and to develop the overall golf industry. Furthermore, given that only a few
studies focusing on technology have examined virtual golf (Jung et al., 2010; Kim et al., 2014), it is a chance to
look at a remarkable sport-related business market for the next generation. The primary purpose of this study is
to investigate differences of golfers' constraints between participation in actual golf and virtual golf.
PAPER SESSION I  8:50 A.M.  HIGHER EDUCATION  PORTER BUILDING ROOM 107
FACILITATOR: DR. JEFFREY SUN, UNIVERSITY OF LOUISVILLE
Autonomy Support in the Undergraduate Classroom
Audrey Conway
University of Kentucky
Self-determination theory (SDT; Deci & Ryan, 1985) is a macro-theory designed to explain how motivation and
personal growth occur over the lifespan. SDT proposes that people have three basic needs that promote growth
and well-being: autonomy, competence, and relatedness (Deci & Ryan, 2002). Students’ motivation in the
classroom has been found to be partially contingent on the autonomy support given by the instructor (Reeve,
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2006). Autonomy-supportive teachers acknowledge and value the student’s perspective, provide rationales for
rules or activities, and minimize the use of controlling language (Williams & Deci, 1996). In a review of 44
empirical studies, Reeve (2009) found that students consistently benefit (e.g., show deeper cognitive processing,
higher engagement and persistence) from autonomy support in the classroom and suffer when they feel
controlled. However, few studies have examined the impact college professors have on undergraduate students’
perceived autonomy. The purpose of this research is to provide a critical review of the research on college
students’ perceptions of autonomy support. The search terms “perceived autonomy” and “autonomy support”
were used to identify empirical studies (N ~ 18) for review. Studies were then examined for undergraduate
student participants and 6 studies met this criterion. Various definitions of autonomy and autonomy support will
be reviewed as well as their correlates. Autonomy support will be specifically examined in the postsecondary
classroom to look for learning benefits and instructional implications. Lastly, suggestions for promoting
autonomy-supportive behaviors in the college classroom will be offered.
Concept Mapping to Understand Outcomes in Community-Academic Research Partnerships
Robin Lindquist-Grantz
University of Cincinnati
Participatory frameworks that engage community members in research are increasingly used; however, linking
community-academic research partnership processes to primary health, capacity, and systems change outcomes
is challenging (Sandoval et al., 2012; Viswanathan et al., 2004; Wallerstein et al., 2008). In addition, other
evidence indicates that community members and academic researchers involved in these collaborative efforts
value partnership processes, or secondary outcomes, as much as health, capacity, and system changes (Malone
et al., 2013). This phenomenological study explores perceptions of partnership success among members of
community-academic research partnerships and how members determine the impact of their partnership
efforts. The methodology includes concept mapping, followed by semistructured individual interviews, with
community members and academic researchers who have been involved in a research partnership to better
understand the complex interplay between partnership processes and primary and secondary outcomes. The
presenter will highlight the use of concept mapping as a methodology for exploring this topic and other
education-related topics. Preliminary findings from the study in progress will also be presented. Findings could
inform the identification of shared goals in future partnerships and methods for examining outcomes.
Existing and Emerging Effective Support and Services to Assist Learners with Autism Spectrum Disorders (ASD)
in Post-Secondary Education
Amy Debelak
University of Cincinnati
The literature review is conducted to examine the existing and emerging effective supports and services to assist
learners with Autism Spectrum Disorders (ASD) in post-secondary education. The review sets out to explore
effective accommodations for learners with ASD in postsecondary education, with a focus on critical
components of successful programming at the post-secondary level. It also attempts to analyze barriers to
retention and graduation of learners with ASD from post-secondary education. The research questions posed
are: a) what types of supports within higher education are most likely to lead to success in higher education for
learners with ASD?; b) what are the major obstacles students with ASD encounter in higher education across
various domains including academic skills, independent daily living skills, social skills, communication, and selfadvocacy?; c) what factors influence performance and advancement that may mediate or moderate college
success for students with ASD?
The literature review serves as phase one of a larger research project being conducted by the Special Education
faculty at the University of Cincinnati (UC), which explores facilitators and barriers to retention and graduation
of college students with ASD, specifically at UC. The graduate student is involved and being mentored in
research methodology during all phases of the study including literature review, focus group formation,
instrument development, data collection and analysis and academic writing.
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PAPER SESSION I  8:50 A.M.  LITERACY  PORTER BUILDING ROOM 113
FACILITATOR: DR. MAGGIE MCGATHA, UNIVERSITY OF LOUISVILLE
How Do I Compare? How relative comparisons affect reading achievement
Meriah Rose, Trisha Turner, Olivia Pumphrey, Amanda Butz, Dr. Ellen Usher
University of Kentucky
Students who are low in reading achievement may have negative attitudes about their reading ability (McKenna,
Kear, & Ellsworth, 1995). Students may experience a decrease in self-concept when comparing themselves to
high-ability student (Seaton, Marsh, & Craven, 2009). Negative self-perceptions intensify when students
encounter failure (McKenna et al., 1995). Students who perceive themselves as less capable than their peers
might not feel as confident and might in turn perform less well. The purpose of this study is to examine the
relationship between elementary and middle school student’s perceived ability, perceived difficulty, and
achievement in reading. We hypothesize that students who perceive themselves as more capable will achieve
more and that those who believe assigned reading is too difficult achieve less than their peers. Participants
were students in Grades 4-8 (N = 2,394) from seven schools (three elementary, four middle) in a mid-sized city in
the southeastern United States (51% girls; 56% qualified for free or reduced-price lunch). Students were 53%
White, 31% African American, 3% Asian, 9% Hispanic, and 4% other ethnicity. A computerized survey was given
during the winter of 2012. Students were asked to compare themselves to their classmates in terms of reading
ability, effort, and enjoyment. They also rated perceived difficulty of their reading class. An ANCOVA will be
conducted to examine the relationship between students’ perceptions and their achievement in reading
controlling for prior reading achievement. We will discuss findings in relation to research on reading motivation
and make recommendations for teachers and researchers.
Reading Comprehension and Autism Spectrum Disorder
Kate McHugh Doyle
University of Cincinnati
The purpose of this study is to systematically examine the type of evidence based practices (EBPs) and research
based reading approaches teachers are using to teach reading comprehension to learners with autism spectrum
disorder (ASD). Previous research has indicated that while profiles differ across the spectrum, many students
with ASD may have challenges with reading comprehension (Chang & Lin, 2007; Nation, Clarke, Wright, &
Williams, 2006; O’Connor & Klein, 2004). These differences are likely due to differences in cognitive learning and
language (Carnahan, Williamson, & Christman, 2010). However, traditional instruction often overemphasizes
the areas of strengths (i.e., decoding) rather than needs for learners with ASD (Whalon & Hart, 2011) and
students with intellectual disabilities (Roberts, Leko, & Wilkerson, 2013).
Analyzing the Role of Symbolic Mathematics Language Literacy in the Common Core Era
Marcia Gail Headley
University of Cincinnati
In the modern world, mathematics literacy is a perennial concern of notable consequence. Nations fear that
military and economic security hinge on the mathematics literacy of their citizens (Gonzales et al., 2009;
National Commission on Excellence in Education, 1983; Schoenfeld, 2004). Employers and employees alike
worry about increasing mathematics literacy demands in the work place (e.g., Hagerty, 2013, Oct 20). Parents
and teachers struggle to support mathematics literacy development in children with differing dreams of
purposeful and productive lives (Noddings, 2009; Vigdor, 2013). By all accounts, understanding mathematics
literacy and reflecting on the implications for mathematics education is a quandary of significance. Despite its
apparent import, mathematics literacy remains a curiosity. The Common Core State Standards (CCSS) does not
define the term. Yet, as the CCSS have been adopted across the nation, there has been a renewed interest in
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understanding what literacy, and mathematics literacy in particular, entails. This paper argues for a definition of
symbolic mathematics language literacy (SMaLL) as a critical component of any conception of mathematics
literacy. First, I present an overview of conceptions of literacy. Then, I review the CCSS for Mathematics
(National Governors Association Center for Best Practices [NGA], 2010b) and CCSS for English Language Arts
(NGA, 2010a) for evidence of relationships between symbolic mathematics, mathematics literacy, and English
language literacy. Next, I highlight working definitions of mathematics literacy in research communities since the
publication of the CCSS. Finally, I define SMaLL and situate it as an important consideration in mathematics
education.
PAPER SESSION I  8:50 A.M.  QUANTITATIVE & MIXED METHODOLOGY  PORTER
BUILDING ROOM 114  FACILITATOR: DR. JASON IMMEKUS, UNIVERSITY OF LOUISVILLE
Descriptive Analysis of Healthcare Accessibility for Trans Individuals in Kentucky
Jayden Thai
University of Louisville
The National Transgender Discrimination Survey (NTDS), the largest existing trans survey, currently only has 30
participants from Kentucky out of their sample of 6,456. To the best of the researchers’ knowledge, there are no
other current study or information available regarding trans individuals in Kentucky, specifically related to health
care access. This study brings to light the health care experiences of the trans population in Kentucky.
A total of 162 participants attempted to fill out the survey. The final sample size (N=81) was determined through
rigorous data cleaning, which included the deletion of cases that did not meet criteria. This almost triples the
existing NTDS sample for Kentucky. Participants ranged in age from 18 to 71 (M=34.59, SD=15.33). For trans
identification, 32.1% (N=26) identified as female/woman/transfemale/transwoman, 32.1% (N=26) identified as
male/man/transmale/transman, 22.2% (N=18) identified as non-binary, and 13.6% (N=11) identified as “part
time as male/man, part time as female/woman”. The 29-item survey consisted of questions about
demographics, and health care insurance and access. Descriptive statistics were used to analyze the data.
Results revealed concerning trends. For example, only 6.2% of the sample (N=5) strongly agreed that their
previous health care providers were competent related to their trans identity. 19.8% (N=16) of the sample had
traveled 50+ miles to access trans related therapy services, some (N=4) even traveled 100+ miles. Participants
also reported being refused treatment due to their perceived gender and/or sexual identity from a variety of
health care providers. Implications of the results are manifold and will be discussed.
Exploring the Psychometric Properties of the Stigma Consciousness Scale for Appalachian Students
Chelsea G. Adams, Amanda R. Butz
University of Kentucky
Negative stereotypes about Appalachia prevalent in local and popular culture may influence how outsiders
perceive individuals from these communities (Gorski, 2012). Individuals high in stigma consciousness (i.e.,
awareness of stereotypes about their group) might forego opportunities to disprove stereotypes about their
group (Brown & Pinel, 2003; Pinel, 1999). The purpose of this study is to examine the psychometric properties of
Pinel’s (1999) Stigma Consciousness Scale, modified for use with rural Appalachian adolescents. Students in
Grades 6-12 from a rural Appalachian community responded to 8 items assessing stigma consciousness at two
time points, Spring 2013 (n = 449; α = .89) and Fall 2013 (n = 455; α = .91). Of the two samples 315 students
participated at both time points. Exploratory and confirmatory factor analyses revealed a unidimensional scale.
A modest correlation was found between Spring 2013 and Fall 2013 scores (r = .470, p < .001). Fall 2013 scores
were significantly higher than Spring 2013 scores, t(314) = -6.143, p = .001. Stigma consciousness was
significantly related to eastern Kentucky identity (r = .136, p = .01) and educational aspirations (r = .125, p = .02).
No relationship was found between perceived social status and stigma consciousness. Findings suggest that
further modification to the stigma consciousness scale would improve the validity of this instrument.
Suggestions for future research and improvement of the scale are discussed.
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It Makes Research Better!: Initial Results from a Qualitative Study about Joint Displays in Mixed Methods
Research
Khahlia Sanders, Vicki L. Plano Clark, Ph.D.
University of Cincinnati
Although mixed methods approaches offer great potential, the value of using mixed methods research is not
realized if the researchers do not effectively integrate the quantitative and qualitative components of their
study (Teddlie & Tashakkori, 2009). The purpose of this research is to describe how experienced mixed methods
researchers develop and use joint displays to facilitate integration in mixed methods research. Building on a
prior analysis of published joint displays (Plano Clark & Sanders, in press), we are purposefully selecting and
interviewing mixed methods researchers who have made effective use of joint displays. With the completion of
four interviews, mixed methods researchers initially highlight “the importance of having an in-depth knowledge
of your research study” and “the importance of creative uses of software”. This research study will provide
insights and advanced guidelines to assist researchers in the development in of joint displays that explicitly
integrate quantitative and qualitative aspects in the context of mixed methods research.
Saudi Arabian Student Perceptions of Oral Classroom Participation
Rimma Maddox
University of Cincinnati
This Mixed Methods study investigates Saudi Arabian student perceptions of oral classroom participation. The
goal of the study is to understand how to enhance students' experiences in US classrooms. A Convergent Parallel
Design is utilized. Data is gathered through surveys and interviews.
PAPER SESSION I  8:50 A.M.  SELF-EFFICACY  PORTER BUILDING ROOM 116
FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF CINCINNATI
Pre-Service Elementary Teachers' Beliefs about the Role of Trees in an Ecosystem
Erika Koester, Danielle Wilson
University of Kentucky
Many prior studies have concluded that understandings of photosynthesis and respiration are limited in
undergraduate and middle school students (Lin & Hu, 2003; Yenilmez & Tekkaya, 2006). While previous
literature has focused on the processes at the cellular level (Brown & Schwartz, 2009; Parker et al., 2012) and K12 through college level students, our study aims to investigate how pre-service elementary teachers
conceptualize the role of a plant in an ecosystem. Through this investigation, we attained not only their
understandings of ecosystems, but also the misconceptions contrived from prior knowledge. Interviews were
conducted with undergraduate students enrolled in a teaching education program. Interviewees were shown
images depicting plants in a variety of climates and were asked questions pertaining to the source of the plant’s
energy, elements needed to survive, and how the plants benefit from the sunlight. After the initial interviews, a
follow-up interview was conducted that asked participants about prior class material they received in regards to
photosynthesis and the environment. Through the analysis of our data, we found patterns that mimic those
discovered in Lin & Hu’s 2003 study conducted with seventh grade students in Taipei, Taiwan. Although their
study analyzed the results of ecological concept maps, evidence suggests that students across the globe hold
common misconceptions on ecological topics, thus indicating that a lack of conceptual understanding is not
limited to a cultural divide.
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Achievement and Self-Efficacy in Science: An Exploration of Student and Teacher Beliefs in Turkey
Dekant Kiran
University of Kentucky
Self-efficacy, the judgment of one’s capabilities to attain a desired goal, strongly influences human motivation,
cognition, and actual performance (Bandura, 1986, 1997). Students with higher levels of self-efficacy are found
to put forth greater effort to successfully complete academic tasks and use different learning strategies
(Bandura, 1986; Hoy, 2004). Teachers holding high levels of self-efficacy are more likely to apply innovative
teaching strategies in the classroom (Caprara, Barbaranelli, Steca & Malone, 2006) and to keep students
concentrated on tasks than teachers holding relatively low levels of teaching self-efficacy (Podell & Soodak,
1993). The purpose of this study is to investigate the relationships among students’ science achievement, their
science self-efficacy and their teachers’ teaching self-efficacy. Participants are approximately 3000 Turkish
seventh grade students (N = 3000) and their science teachers (N = 130). Data were collected from a large city in
middle Anatolia region of Turkey. The instruments used in this study are the Teacher Sense of Efficacy Scale
(Tschannen-Moran & Hoy, 2001), self-efficacy dimension of the Motivated Strategies for Learning Questionnaire
(MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1993) and science achievement scores, developed by the
researcher. An HLM analysis will be conducted. It is expected that students possessing high levels of science selfefficacy are more successful than their low self-efficacy counterparts and that high levels of teaching selfefficacy and high levels of student science self-efficacy will be positively correlated with students’ science
achievement.
Ready Child, Ready School: Educator Perceptions of Child and School Success Indicators and Ready School
Practices
Annette Bridges
University of Louisville
In this study, the researcher considered educator perceptions of child readiness for school and school readiness
for children within the central constructs of ready child and ready school. The skills and abilities that children
bring to the school are equally as important as the services and supports that the school brings to the child.
The researcher's intention was to investigate whether differences existed in perceptions about ready child and
ready school indicators and the implementation of ready school practices between educators working in
successful schools and educators working in less successful schools. A non-experimental, quantitative design
was employed with cross sectional data analysis of educator perceptions collected through a survey. The
analytical procedures included correlational analyses and nonparametric statistical tests.
The sample consisted of 185 Kentucky educators who included 43 principals, 82 kindergarten teachers, and 60
preschool teachers. The selection was intentional to ensure that the educators represented schools with scores
above the state average (ASA) and schools with scores below the state average on the 2011-2012 Kentucky
Performance Rating for Educational Progress (K-PREP). The researcher found significant differences between
ASA and BSA educator (a ) rankings of ready child indicators of health and physical well-being and approaches to
learning; (b) rankings of the ready school indicator transition; and (c) rating of the teacher ready school
practices. The findings suggest that school leaders, including staff, should consider examining their perceptions
of the ready child and the ready school to ensure every child who enters Kindergarten has optimal opportunities
for successful school experiences.
Self-Efficacy and Mindfulness in Appalachian Adolescents
Brianna McCrea, Rachel Husk, Sam Chenot, Olivia Pumprey, Erin Koeninger, Maria Pamelia
University of Kentucky
Academic self-efficacy, hypothesized by Bandura (1997), refers to students’ beliefs in their ability to complete a
task and is positively related to academic performance (Pajares, 2006). Bandura hypothesized four primary
sources of self-efficacy: mastery experience, vicarious experience, social persuasion, and physiological state. For
example, if a student has high anxiety while doing math, that negative physiological state will have a negative
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effect on her self-efficacy for completing math tasks. Mindfulness has been defined as the observation of one’s
ongoing experiences, both internal and external, without judgment (Zelazo & Lyons, 2012). Mindfulness has
been linked to psychological well-being and to lower states of stress. Techniques to increase mindfulness share a
focus of sharpening concentration, building emotion regulation skills, effectively managing stress, and gaining
self-knowledge (Greenberg & Harris, 2012). A Mindfulness-Based Stress Reduction Program was shown to help
urban male youth experience less anxiety (Sibinga et al., 2013). Mindful learning has also been shown to help
middle school girls perform as well as their male counterparts on novel math tasks (Anglin & Pirson, 2008). We
sought to examine whether students’ mindfulness and self-efficacy are positively related. Participants were 544
students in Grades 6-12 in rural Appalachia. Students completed an online survey of validated measures
assessing the four sources of self-efficacy (25 items), mathematics self-efficacy (8 items), self-efficacy for selfregulation (11 items), and mindfulness (15 items). Correlations will be used to examine the relationship among
the variables. Regression analyses will be used to examine the relationship between mindfulness and selfefficacy and its sources.
PAPER SESSION II 10:05 A.M. – 11:15 A.M.
Presentations will run consecutively within each room. Please select a topic and listen to each presentation in
your selected room. In Paper Session II presentations will occur in 15-minute intervals at 10:05, 10:20, 10:35,
& 10:50. Following the presentations there will be a 10 minute Question & Answer period starting at 11:05.
PAPER SESSION II  10:05 A.M.  QUANTITATIVE METHODOLOGY  PORTER BUILDING
ROOM 102  FACILITATOR: DR. JASON IMMEKUS, UNIVERSITY OF LOUISVILLE
Does Method Matter? The Performance of Different Inferential Tests in Detecting Multilevel Mediation Effects
Zuchao Shen
University of Cincinnati
Concerning statistical power when mediation effects exist and Type I error rates when mediation effects do not
exist, previous research had found the performance of different inferential tests of mediation analysis were
inconsistent with each other in simple level mediation. However, it is more common in education that mediation
effects happen in multilevel rather than merely at single level. Literature is incomplete about the performance
(i.e., statistical power, Type I error rates) of different inferential tests of mediation analysis in multilevel settings.
To properly assist researchers in detecting multilevel mediation effects, we investigated the performance
concerning statistical power and Type I error rates of several common inferential tests (e.g., first-order delta
method, second-order delta method, distribution of the product, parametric bootstrap confidence interval,
Monte Carlo confidence interval, and joint significance) in multilevel settings. Specifically, using simulation we
examined the performance of different inferential tests in 2-level mediation analysis along several primary
design dimensions: 1) different 2-level mediation models, 2) different type of designs (i.e., balanced design and
unbalanced design), 3) different sample sizes at different levels, 4) different magnitude of the mediation effect
and direct effect, 5) the variation of ICCs. The most trustworthy inferential tests that can balance practical and
performance considerations in multilevel mediation analysis were recommended.
Academic Engagement in the STEM Subjects
Kathleen Cash
University of Louisville
Academic engagement is a multidimensional affective characteristic of students that is believed to be highly
correlated with achievement in school settings. Measuring academic engagement in students can be difficult
because level of engagement among students is believed to be subject-specific. In particular, with increasing
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desire to interest students in the STEM subjects, researchers need an instrument to measure engagement for
these subjects across grade bands. This prospective project will explore the development of an instrument to
measure three domains of academic engagement (behavioral, emotional, and cognitive) for students in grades 1
- 5 in the STEM subjects. This presentation will describe the design of the instrument and plans for the validation
process including initial conception, content validation, exploratory factor analysis, confirmatory factor analysis,
internal reliability, and external validity.
Development and Validation of the Self-Perceptions in Algebra Scales
Jonathan Watkins
University of Louisville
With the recent focus on college-readiness in the U.S., researchers are beginning to spend more time studying
incoming college freshmen. One major area of interest is students’ academic self-perceptions (i.e., their
academic self-concept and self-efficacy). Unfortunately, there are very few affective instruments that have been
designed to measure college students’ self-perceptions, especially in mathematics. For these reasons and
others, I developed an affective instrument to measure college students’ self-perceptions in algebra, which is
the most common area of study in mathematics for college students. I developed two scales for my selfperceptions in algebra instrument: one to measure self-efficacy (i.e., students’ perceptions of their ability to
perform specific algebraic tasks) and one to measure self-concept (i.e., students’ perceptions of their general
ability in algebra). In particular, I developed eight self-efficacy items, ranging from pre-algebra to college-algebra
tasks, and seven self-concept items; some original and some adapted from other self-concept scales. During the
development process, I considered ways of addressing content, construct, and criterion-related validity.
Afterward, I investigated the factor structure of my self-perceptions survey using exploratory factor analysis
(EFA). Based on this analysis, I found that the sets of items developed for the self-perceptions in algebra scales
loaded on two distinct factors, and both scales exhibited strong internal consistency.
Variable Selection for Propensity Score Matching on Prognostic Strata
Jiaqi Zhang
University of Cincinnati
Propensity score which is defined as the conditional probability of assignment to a particular treatment given a
vector of observed covariates. As an alternative to the PS, the prognostic score is developed to summarize
covariates’ association with potential outcomes, also reducing the dimension of covariates. In this present
simulation study, we evaluated whether a correctly specified prognostic score model can help improve a misspecified PS model, with a special focus on the “nearly confounders”. Combining PS with prognostic score
provides a new perspective on thinking about matching, especially when there is little overlap of propensity
score. Even when PSM provides an acceptable matching result, combining prognostic analysis could reduce the
overall bias more, and the covariates are more balanced. Most importantly, researchers can take both
treatment and outcome variables into consideration simultaneously.
PAPER SESSION II  10:05 A.M.  STUDENT SUCCESS  PORTER BUILDING ROOM 107
FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF CINCINNATI
Effects of Teaching the STEM Bicycle Curriculum on Student Attitudes towards STEM
Cijy Elizabeth Sunny, Dr.Castaneda-Emenaker
University of Cincinnati
This exploratory research study intends to find the effects of teaching the STEM bicycle after-school curriculum
on the middle school and high school students’ attitudes towards Science, Technology, Engineering, and
Technology (STEM) and STEM careers using a paired comparison pre-post survey design. There are 135
participating students from nine different schools across Ohio and Kentucky. Guzey, Harwell, & Moore (2014)
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noted that an integrated STEM curriculum should improve STEM interest and change attitudes positively
towards STEM. Also, per Gibson & Chase (2002), interests and attitudes in science develop early on in a
student’s life and by middle school these attitudes are firmly set and difficult to vary. As Rukavina, et.al. (2012)
posited, mental and physical engagement of students are quite essential to develop interest, understanding,
confidence, self-efficacy, and long-term retention in the sciences. Additionally, Hegen et.al. (2012) indicated that
a curriculum that is technology centered, practice-oriented, exploratory, and argument-driven steer the minds
of students towards a deeper understanding and learning of STEM fields and helps them pursue careers in
science and computing. Thus, this study focuses on the effects of the implementation of an integrated STEM
bicycle after-school curriculum that includes hands-on activities leading to actual building of bicycles. These
activities provide opportunities for students to explore and apply classroom theories to real-life situations
meant to help students appreciate STEM and propel career choices toward STEM. Results of this study will help
motivate education researchers and practitioners to develop more integrated after-school STEM curricula with
relevant hands-on activities.
The Impact of Teacher Implementation on Student Understanding: A Case Study
Gwen Martin, Morgan Mattingly
University of Kentucky
Teacher implementation has been hypothesized to have an effect on student learning (Fishman et al., 2001). A
case study was conducted of eight sixth-grade students, four from each of two teachers. Students were
classified as high- or low-performing based on pre-assessments. Teachers (Land and Green) received the same
professional development (PD) on an integrated science/mathematics curriculum called Realistic Explorations in
Astronomical Learning (REAL). We examined the ways in which teachers who received similar PD and materials
assimilated them within their own classrooms and how this influenced student understanding. In analyzing
videos of lesson enactments and pre/post interviews conducted with eight students, differences were found in
implementation and in student understanding between the two teachers’ classes. When enacting the “Moon
Finale” lesson, Land’s students used foam balls and light to model the Earth/Moon/Sun system in small groups.
Green modeled the system (same materials) while her students observed from their seats. Green’s students
began the REAL unit with minimal vocabulary compared to Land’s as evidenced in the interviews. Green’s
students did not attempt to give in-depth explanations during pre-interviews while Land’s attempted to make
sense of the phases. In post-interviews, Land’s high-performing students showed few misconceptions
(terminator line direction incorrect). While there were improvements in vocabulary and advancement of spatial
reasoning with Green’s students, they still held their original misconceptions and maintained primitive
Earth/Moon/Sun system understanding. All low-performing students improved somewhat upon their partial
understandings of the Earth/Moon/Sun system. This study suggests that proximity of teacher implementation to
PD affects student understanding.
At-risk Adolescents, Autonomy, Relatedness, & Stigma: A Story of Interaction
Rebecca Stacy Jones, Angela Kim, Caihong Li, Yin Chen, Rob Neeley
University of Kentucky
Self-determination theory describes intrinsic motivation as a function of having fulfilled three fundamental
human needs: to feel autonomous, related to others, and competent (Ryan & Deci, 2000). Students who are
more intrinsically motivated do better in school (Niemiec & Ryan, 2009). Students in the U.S. with persistent low
achievement are considered “at risk” and may be recommended to attend school in an alternative learning
environment (Gold & Mann, 1982; Lehr, Tan, & Ysseldyke, 2008). Some research has shown that students
attending low achievement schools report feeling socially stigmatized (McNulty & Roseboro, 2009). Other
research suggests that attending alternative schools can increase student’s sense of autonomy and
interpersonal support (Saunders & Saunders, 2001). Little research has investigated the relationship between
perceived autonomy, a sense of relatedness, and experiences of stigma within this vulnerable population of
adolescents. The purpose of this study was to examine these relationships among high school students (N = 126;
Mage = 17) attending an alternatives school in a mid-sized U.S. city. Students completed a survey comprising the
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Psychological Sense of School Membership scale, the Perceived Autonomy Scale, and a modified version of the
Stigma Consciousness Scale that measures stigma originating outside the school (Black & Deci, 2000; Goodenow,
1993; Pinel, 1999). Correlational analyses will be used to examine the relationships among autonomy,
relatedness, and stigma. Our hope is that findings from this study will assist educators in better understanding
at-risk students’ intrinsic motivation.
Student Engagement and College Readiness in Mathematics
Leah Dix White
University of Louisville
The title of this proposed dissertation study, Student Engagement and College Readiness in Mathematics,
extends reformed education research to consider college readiness as an outcome measure. The purpose would
be determining the relationship if any between reform mathematics teaching that engages learners and college
readiness in mathematics. The implications for mathematics teachers and educators could influence school
policy and stakeholders when addressing issues of mathematics achievement, and college readiness particularly
for disadvantaged students.
PAPER SESSION II  10:05 A.M.  SOCIAL JUSTICE  PORTER BUILDING ROOM 113
FACILITATOR: DR. SHELLEY THOMAS, UNIVERSITY OF LOUISVILLE
Helping the Fish Discover the Water: Culture and Unexamined Biases among Pre-service Teachers
MiKeiya Morrow, Blanka Angyal
University of Kentucky
As classrooms in the United States become increasingly heterogeneous, it is imperative that educators and
school systems work to meet the academic, social, and cultural needs of diverse students. Critical self-reflection
is a key component of culturally responsive pedagogy that requires that educators honestly examine personal
beliefs, assumptions, and fears arising from cultural differences. Still, pre-service teachers often demonstrate
limited insight into their personal biases and/or low motivation to engage in critical self-reflection. This
discussion will highlight current literature and research on culture, diversity, unexamined biases, and critical selfreflection in education. Facilitators will discuss the importance and challenge of addressing issues of diversity
and multiculturalism with pre-service teachers. Attendants will be provided with strategies for identifying and
leading difficult dialogues, and suggestions for responding to challenges related to cultural diversity and
unexamined biases.
Multiculturalism in the Classroom: ELL and Political Correctness
Candace Barger
University of Cincinnati
For this research paper I intend to discuss the challenges educators face in instructing English as a Second
Language Learners. I will talk about culturally relevant pedagogy within urban schools and the necessity of
making all students feel welcome and important. Part of the paper will deal with political correctness and how
to engage smaller minorities within larger ones. Too often our Hispanic and Chinese students are ignored in
predominantly African American schools. There is recognition of the achievements of famous African American
men and women but too often other cultures are left out. This needs to change in order for these students to
feel as though they are a part of the school and its culture.
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Examining Racism and White Ally Development among Counseling Psychologists
Katy Haynes Owen
University of Kentucky
Historically, research has focused on White individuals’ initial responses to learning about White privilege (WP)
and other indicators of early stages of White racial identity development (WRID). However, the literature is
relatively sparse regarding the understanding the experiences of racial identity development in White
individuals who are beyond initial introductions to racial awareness, such as Counseling Psychologists (CPs). The
assumption is that Counseling Psychology professionals are adequately trained to provide efficacious mental
health services and engage in culturally sensitive work activities; however, research indicates that Black clients,
colleagues, and graduate students experience racism, such as microaggressions, when interacting with White
CPs (Constantine, 2007; Constantine, Smith, Redington, & Owens, 2008). The current study seeks to address the
overarching question: how do racism and ally-ship manifest in the cognitions, emotions, and behaviors of White
Counseling Psychology faculty members who identify as white allies to Black Americans? A sample of White,
tenured Counseling Psychology faculty members from Predominately White Institutions will be interviewed.
Interviews will focus on personal and career experiences with ally development and racism. All interviews will be
audio recorded and transcribed. To enhance objectivity in data analyses, CQR utilizes a research team of 3 - 5
individuals. The team process involves several cycles of individually reviewing data that is followed by the team
arriving at a consensus of the official domains, core ideas, and categories. An auditor reviews the data to provide
an objective perspective. Data analysis is complete once the team and auditor reach consensus about the final
codes/themes that best organize and represent the interview data.
Exploring Sport-Based Educational Programs in the United States
Per Svensson
University of Louisville
The use of sport as a tool to promote social change has grown to new proportions with the establishment of so
called sport for development and peace (SDP) organizations (See Coakley, 2011; Coalter, 2010; Guilianotti, 2011;
Kidd, 2008). SDP broadly refers to the use of sport and physical activity as a tool for promoting positive social
change in diverse contexts (Burnett, 2009; Kay & Spaaij, 2012). These types of sport-based educational programs
exist in metropolitan areas throughout the United States (Up2Us, 2015). Yet little is known about how these U.S.
nonprofit entities use sport as a catalyst for promoting social change in their respective communities. Therefore,
the purpose of this presentation is to share findings from a recent qualitative inquiry of 18 SDP organizations
operating in urban settings across the United States. Findings from semi-structured interviews with executive
directors highlight a broad range of innovative ways that practitioners are utilizing sport-based educational
programs in attempts to address social issues. Scholars have brought attention to the potential value of critically
grounded sport-based educational programs that empower youth to participate in the transformation of their
local social issues (Hartmann & Kwauk, 2011). However, prior literature suggests most SDP programs are
implemented with little or no consideration of local needs or broader historical, social, political, and economical
contexts (Darnell, 2007). Findings shared in this presentation will highlight examples of different organizational
approaches, program models, and underlying program assumptions. Each of these findings will be critically
examined and practical implications will be discussed.
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PAPER SESSION II  10:05 A.M.  HEALTH & CULTURE  PORTER BUILDING ROOM 114
FACILITATOR: DR. MEG HANCOCK, UNIVERSITY OF LOUISVILLE
Determining the Drive behind Agricultural Education Students’ Participation Levels in Constructing CostEffective Rollover Protective Structures (CROPS)
Morgan Schafbuch
University of Kentucky
The purpose of this study is to determine how constructing a rollover protective system using agricultural
mechanic skills and learning about tractor safety through curriculum, along with meeting actual farmers,
motivates students towards completing a Cost-Effective Rollover Protective Structure (CROPS) in their
agricultural mechanics class. The Apprenticeship of Observation is a common theme among farm safety
instruction. This study will investigate how implementing a hands-on learning opportunity with a curriculum
component in a classroom setting can be understood in terms of the apprenticeship of observation theory and
self-determination theory. This project will be an empirical study aimed to investigate two primary research
questions: a) How does student self-determination towards CROPS increase when given the opportunity to
make an impact on local community members?, and 2) Does a program designed to teach transferrable skills
motivate students to continue working in similar areas?
Participants in the study will be students (N ~200) enrolled in low-income schools throughout rural Appalachia in
Kentucky, Tennessee, and North Carolina, where tractor rollover accidents are common. A survey will be
developed and administered to measure students’ self-determination towards constructing CROPS in the future
with the skills and attitudes attained from their hands-on learning experience. Specifically, the Intrinsic
Motivation Inventory (IMI) will measure students’ interest in CROPS, the value and usefulness of constructing
CROPS, and their new attitudes and feelings regarding tractor safety.
Data will be analyzed to determine the how taking part in the CROPS might be related to students’ selfdetermination in agricultural mechanics and tractor safety.
A Content Analysis of Health Promotion Messages That Have Included or Targeted People with Disabilities
(PWD) in Jamaica from 2009 – 2014
Alicia Aikens
University of Cincinnati
People with disabilities (PWD) are usually excluded from health promotion and education messages in the
Jamaican media scene despite their higher risks of disease mortality and morbidity. The purpose of this study is
to use a well-defined content analysis procedure to identify the number of health promotion messages that
have targeted or included PWD in Jamaica from 2009 to 2014. The types of media that will be examined are
radio and television advertisements. PWD represent one of the most vulnerable and marginalized groups in
Jamaica. Many of them live in extreme poverty, are uneducated, and generally prone to discrimination and
violence. The Millennium Development Goals (MDGs) 5 and 6 reiterate the notion that an essential component
in achieving universal health is the inclusion of PWD in development programs and initiatives. The study intends
to show that access to health services is not just the provision of ramps, but competent and specially trained
health care professionals, strong supporting policies to facilitate and foster inclusion, and a more positive
perception of PWD. General negative attitudes towards PWD have been seen as one of the major challenges for
the success of a program or intervention. With knowledge of the reasons for these perceptions, it might be
useful for planners to design interventions that will help to dispel certain misconceptions that are held by the
general population. Additionally, the media are potent tools of communication and so this study intends to
suggest recommendations for the various ways the media might include PWD.
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Electronic Cigarette Advertisement on the Internet - Implications for Public Health
Teminijesu John M. Ige
University of Cincinnati
Electronic cigarettes (e-cigarettes) have become a major public health concern due to their increasingly widespread use, especially among youth, despite inadequate evidence about their safety and efficacy. The internet
has become an important tool for e-cigarette advertisement, even as their popularity and amount of use
increases. Thus, the purpose of this study was to examine e-cigarette websites in order to assess the current
status of their advertisement and to determine the implications for public health. The websites of 40 of the most
popular e-cigarettes in the United States were identified from Google search results using these terms:
“electronic cigarette”, “e-cigarette”, and “e-cig”. A sample of 262 picture advertisements drawn from the 40
websites were coded for features such as health claims, disclaimers, flavors, color, design, and use of human
models. This data has been collected and is currently being recorded for statistical analyses. The results of the
analyses are expected to provide evidence on the public health implications of e-cigarette advertising on the
internet in order to inform public health action, especially with regard to present and future regulations on
tobacco product advertising.
Is eSport A Threat to Traditional Sport?
Samuel Schmidt
University of Louisville
eSport, defined as “professional video game competition” (Wingfield, 2014, para. 4), is an industry modeled
after traditional sports such as football, basketball and baseball (Breslau, 2012). Comprised of coaches,
sponsors, salaries, sponsors and spectators, eSport incorporates many of the same key elements as traditional
sport (Segal, 2014). The growth of eSport viewership is beginning to rival spectator numbers of commonly
watched sports like football, basketball and baseball. Over 32 million viewers tuned into the 2013 World
Championship of League of Legends (Beck, 2013). To put this into perspective, the 2013 National Championship
for college football, 2013 National Basketball Association Game 7 and 2013 World Series had fewer viewers than
26 million viewers (Schwartz, 2014). Given the growing popularity of eSport, the aim of this study was two-fold.
First, this study was designed to understand the growth of eSport and determine if eSport should be perceived
as a competitor to traditional sport. Second, this study explored if the growing popularity of eSport might result
in decreased consumption of traditional sport. Through a quantitative instrument, members of the eSport
community were asked their spectator habits of traditional sport (a) before they started spectating eSport, (b)
after they started spectating eSport, and (c) their current eSport spectating habits. Results showed that 57% of
participants who watched both eSport and traditional sport saw a decrease in traditional sport consumption
after they began watching eSport. This study gives preliminary results that will further lead to a line of research
on the eSport industry.
PAPER SESSION II  10:05 A.M.  HIGHER EDUCATION  PORTER BUILDING ROOM 116
FACILITATOR: DR. JEFFREY SUN, UNIVERSITY OF LOUISVILLE
Examining the Perceptions of First-Year STEM Students on Retention Factors at a Caribbean University
Joy A. Cox
University of Louisville
The study explored the relationship between first-year STEM students’ characteristics and institutional
experiences associated with re-enrollment status in first-year Caribbean students. The research was conducted
during the students’ first semester at two campuses of a premier Caribbean university. Students’ satisfaction
with the advising process, a program perceived in the literature as contributing to student’s persistence and
retention, was also explored. This study tested the relevance of Tinto’s (1993) Longitudinal Model of
Institutional Departure to the Caribbean tertiary level education system. The study adopted a survey design, and
binary logistic regression analysis was used to determine the effects of the independent variables on re17
enrollment. The predictor variables included the campus that the student attended as well as student attributes
including sex, race, secondary school academic achievement, degree aspiration, parental education, residency,
and financial concerns. Additionally, the institutional experiences comprised student interaction with faculty,
faculty concern for students, academic and intellectual development, institutional and goal commitments, and
peer-group interaction as measured by the Institutional Integration Scale (Pascarella & Terenzini, 1980). The
binary outcome variable was “intent to re-enroll” in the university in the second semester. The results indicated
that there was a difference in the chances of a first-year student re-enrolling on each campus. The significant
predictors of re-enrollment status for the second semester were secondary school science and math GPA,
parental education, and students’ institutional and goal commitments. Students seemed to be somewhat
dissatisfied with the overall academic advising process at both campuses. Implications for practice and future
research were also considered.
Strategies, Actions, Behaviors, and Influences for Academically Successful First-Generation, Low-Income
College Students from Rural Areas at an Urban, Research Institution
Aaron Phillips
University of Louisville
First-generation and low-income students have been at a greater risk of attrition and have graduated at lower
rates compared to other students. Furthermore, there has also been a great deal of research on these students
as well as the reasons for these aforementioned challenges and obstacles. Despite this, however, there are firstgeneration and low-income students who have been successful and have graduated. The purpose of this study is
to reveal what strategies, practices, actions, and behaviors low-income, first-generation students from a rural
background employ and engage in to persist and be academically successful.
The major findings of the study included the need to build a support network on campus, that a rural upbringing
provides students with many assets and strengths that can be beneficial at the university, that the university is
doing a positive job for students who are from first-generation and low-income backgrounds, and finally, that
participants were heavily involved and engaged on campus and that this certainly contributed to their
persistence and academic success. Student affairs professionals and higher education administrators must look
for ways to further increase the likelihood that first-generation, low-income students from rural areas will
persist, be academically successful, and ultimately graduate. Furthermore, researchers and academicians should
focus more research specifically on students from rural backgrounds. Essentially, understanding the unique
characteristics such as strengths and assets as well as challenges and obstacles is paramount in working with this
student population and more research would lead to greater knowledge about this specific population of college
students.
Self-regulation and calibration in undergraduate biology students
Trisha Turner, Natashia N. Cheatham, Faith L. Jones, Brittany L. Waiters, Mikah J. Pritchard, Sydney T.
Covington, Dekant Kiran, Arlena Wilson, Ellen L. Usher
University of Kentucky
Self-regulated learning is a process by which students develop goals, select strategies, and monitor their
performance in order to complete specific tasks. Students who are self-regulated while studying monitor their
performance and study tactics, modifying them when necessary (Stone, 2000; Winne & Jamieson-Noel, 2002).
One way researchers have assessed students’ metacognitive awareness is by calculating the difference between
their estimated and actual task performance. (Winne & Jamieson-Noel, 2002; Labuhn, Zimmerman, &
Hasselhorn, 2010) The discrepancy between expected and actual performance can be viewed as an indication of
a student’s calibration. Well-calibrated students are tuned in to what they know and regulate their work
strategies accordingly. Poorly-calibrated students are unaware of what they know and may be at risk
academically (Lin & Zabrucky, 1998; Stone, 2000). The purpose of this study was to examine the discrepancies
among undergraduate students’ (N = 306) expected and actual exam scores in an introductory biology course.
Students study habits will be investigated as a predictor of calibration success. Data were collected in fall 2014
at a large U.S. Southeastern university. Prior to the exam students completed a brief survey about the grade
they expected to receive and which study strategies they used to prepare for the exam. This survey was
18
administered to the students four times, preceding their biology exams. Students did not receive feedback
about their completed exam until after the survey had been completed. Analyses will focus on accuracy of
students’ predictions over time. Results will be discussed.
Examining the Social Justice Identity of Academic Counselors in a Postsecondary College of Education
Kimberly Sanders, Brittany Inge
University of Louisville
Bold articulation of diversity within higher education institutions is more common than ever; however,
questions remain as to who has ownership over diversity and to what extent practitioners enact a social justice
mission. Academic advisors are particularly important as they serve and shape undergraduate students and
institutions in numerous and subtle ways, work that requires multicultural competencies. This study investigates
how academic advisors working with marginalized student populations are able to realize their roles as social
justice advocates for the students they are called to serve. Findings relate to the ways in which practitioners at
all levels are implicated by equity and diversity agendas, institutional policies and practices, and increased
accountability measures.
KEY NOTE SPEAKER  11:25 A.M.  BALLROOM
DR. REGINA WERUM, PROFESSOR DEPARTMENT OF SOCIOLOGY
PHOTO AND BIO CAN BE FOUND ON THE INSIDE OF THE FRONT COVER
FACULTY BREAKOUT SESSIONS AND ROOMS FOR BOTH 12:00 & 1:50
 Ethics of Research and IRB, led by Dr. Denise Cumberland & Dr. Rick Balkin will be held in the Pub
 Interviews & the Job Market, led by Dr. Jill Adelson & Dr. Ellen Usher will be held in the Boardroom
 Publishing, led by Dr. Mary Hums & Dr. Gaetane Jean-Marie will be held in the Mary Bingham Room
 Grants and Funding, led by the Research Deans from each school will be held in the Library
MAPPING THE RESEARCH LANDSCAPE PANEL  12:35 P.M.  BALLROOM
PHOTOS AND BIOS CAN BE FOUND ON THE INSIDE OF THE BACK COVER
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PAPER SESSION III  2:25 P.M. – 3:35 P.M.
Presentations will run consecutively within each room. Please select a topic and listen to each presentation in
your selected room. In Paper Session II presentations will occur in 15-minute intervals at 2:25, 2:40, 2:55, &
3:10. Following the presentations there will be a 10 minute Question & Answer period starting at 3:25.
PAPER SESSION III  2:25 P.M.  IDENTITY & GENDER  PORTER BUILDING ROOM 102
FACILITATOR: DR. MARY HUMS, UNIVERSITY OF LOUISVILLE
Straddling the Gender-Identity Fence: A Search for Strategies to Support Nonconforming Children in the
Classroom
Mona M. Jenkins
University of Cincinnati
The purpose of this project was to explore the early childhood education experiences of a gender
nonconforming child to see how teaching and classroom management strategies support her cognitive, social,
and emotional development. Exploring these experiences can be valuable to the field of early childhood
education since many traditional preschool classrooms provide a learning environment that can be stressful for
gender nonconforming children. Researchers conducted one hour long observation and interview sessions from
multiple perspectives in order to gain insight from the experiences of the educators, school administrators,
parents, and the gender nonconforming child. All sessions were recorded using an audio recording device with
the exception of the interviews for the gender non-conforming child. In an effort to capture an accurate and
unbiased viewpoint, interviews were substituted with PhotoVoice. The observation and interview sessions were
transcribed and analyzed to determine replicable practices likely to improve how educators, school
administrators, and parents can contribute to the cognitive, social, and emotional development of gender
nonconforming children in the classroom. New practices were proposed based on constructive lessons as well as
failed situations and outcomes.
Authority, Policy, and Criminalization: A Qualitative Study of Latina/o Youth Perceptions
Amanda Bowers
University of Louisville
There is a pressing need to understand and improve interactions between minority youth and school,
community, and police authorities. This exploratory study examines those interactions in Fresno County,
California through semi-structured interviews with Latina/o youth in a juvenile detention center, along with
secondary data analysis, to further research examining the various ways in which Latina/o youth are
disproportionately criminalized by the policies intended to protect them. The research team trained staff from a
local nonprofit agency regularly working with these youth to conduct the interviews and 24 total were recorded,
discussing family, school, community, and police interactions and perceptions. We seek through our analysis to
better understand criminalization in school, including education pathways for suspended, expelled, or otherwise
transient youth, to explore how it may contribute to their secure placement in a detention facility; to examine
how built environment and community context may influence criminalization and/or criminal behaviors; and to
better understand perceptions of law enforcement by Latina/o teens in California. Methodology, identification
of major themes, and implications for school administration and law enforcement will be discussed.
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Exclusion within Inclusion: The Social Experiences of Preschool Children with IEPs in an Inclusive Preschool
Allison JoAnn Lester, Jennifer Horwitz
University of Cincinnati
The purpose of this study is to investigate the ways in which children ages three to five years old with identified
IEPs engage in play with their peers in different social learning environments within an inclusive preschool at
different times during the school year. This ongoing case study is using a modified behavior mapping method,
interviewing methodologies, and an adapted Photovoice method. The practitioner researchers of this study
anticipate that a better understanding of the peer relationships of preschoolers with identified IEPs and the
effects of social learning environments has the potential to provide relevant and useful information to important
contemporary clinical and practice issues. In this presentation we will explore the key features of this case study,
as well as discuss how the digital tools of behavior mapping and Photovoice impact interpretive frameworks.
Examining the Relationship of Gender, Sport Type, and Athletic Identity to Student Athletes’ Career Maturity
Jin Park
University of Louisville
The number of student-athletes in the National Collegiate Athletic Association (NCAA) reached an all-time high
of over 470,000 in 2014, including 271,055 male and 207,814 female student-athletes (“NCAA Student-Athlete
Participation”, 2014). Despite the increased number of student-athletes, few researchers have focused on what
factors could influence student-athletes’ career choices, goals, and development.
Career maturity has been a valid construct in career studies (Savickas, 1984). Several studies revealed that
student-athletes tend to have lower career maturity than general college students (Kennedy & Dimick, 1987;
Linnemeyer & Brown, 2010; Smallman & Sowa, 1996; Sowa & Gressard, 1983).
Researchers discovered that student-athletes who play revenue-producing sports were more likely to have
lower career maturity than those who play non-revenue-producing sports (Blann, 1985; Kennedy & Dimick,
1987; Murphy et al., 1996; Stuart, 1985). However, Smallman and Sowa (1996) found that the career maturity
levels of student-athletes in revenue-producing sports and student-athletes in non-revenue-producing sports
did not significantly differ.
Other researchers discovered that student-athletes with higher athletic identity tend to have lower career
maturity (Brown & Hartley, 1998; Lally & Kerr, 2005; Murphy et al., 1996). Furthermore, most aforementioned
studies were not generalizable because the studies were conducted with predominantly male samples (Brown &
Hartley, 1998; Kennedy & Dimick, 1987; Murphy et al., 1996; Smallman & Sowa, 1996).
Considering the lack of comprehensive research on athlete career choice, the purpose of this study is to examine
the relationship of gender, sport type (revenue-producing/non-revenue-producing), and athletic identity to
student-athletes’ career maturity.
PAPER SESSION III  2:25 P.M.  HUMAN RESOURCES & BUILDING COMMUNITY  PORTER
BUILDING ROOM 107  FACILITATOR: DR. DENISE CUMBERLAND, UNIVERSITY OF LOUISVILLE
The Association of School Experiences and Lifetime Depression in Youth
Angelica Hardee
University of Cincinnati
The purpose of the study was to examine the association of school experiences and lifetime depression among
youth aged 12 to 17 years from a nationwide sample. This study determined whether the impact school
experiences (e.g., how students felt about going to school) have on lifetime depression differs based on sex and
developmental age group. Analyses were also conduct to investigate if negative school experiences have a more
pronounced impact on males’ lifetime depression than that of females and 12 to 14 year olds than that of 15 to
17 year olds. The study was a secondary analysis of the National Survey of Drug Use and Health (NSDUH)
sponsored by the Substance Abuse and Mental Health Services Administration. The Research Triangle Institute
(RTI) utilized a stratified multistage probability design to recruit all participants. Participants included in the
21
study are youth (N = 17,399) aged 12 to 17 years in all U.S. states and the District of Columbia. The NSDUH is
administered by RTI field interviewers and were completed by participants using a computer-assisted interview
method in their own homes. All data was analyzed using the IBM SPSS statistical software package. To describe
demographic characteristics and adolescent depression, frequency distributions, including ranges, means, and
standard deviations were conducted. To determine the impact school experiences has on lifetime depression
based on sex and developmental age group, logistic regression will be performed.
Does Organizational Culture Matter to HR? A review of Organizational Culture and High Performance Work
Systems
Tracy Richardson and Dr. Meera Alagaraja
University of Louisville
Organizational culture is prevalent in academic and popular literature. While the extant literature suggests there
is a link between organizational culture and performance the mechanisms in which this linkage occurs are still
under debate. One potential mediating factor is the usage of high performance work systems (HPWS) which
provide a bundled set of practices such as specific recruiting, performance management and rewards systems
and training and development which are aligned to an organizations strategy and subsequently impact
organizational performance. Little research has been conducted to discuss the linkage between organizational
culture and HPWSs. This paper provides a review of literature of both organizational culture and HPWSs and
their relationships to organizational performance and then draws linkages between the relationship of
organizational culture and HPWSs. Implications for future research and practice are provided.
Investigating the Perceptions of Training Provided to Resident Assistants in Living Learning/Themed
Communities
Dominique Bryan
University of Louisville
The purpose of this study is to investigate perceptions of effectiveness of training provided to Resident
Assistants (RAs) in Living Learning/Themed Communities (LL/TC) and how this training prepares RAs to perform
their daily job responsibilities in those communities. There are six Living Learning/Themed Communities
[Engineering, Honors, Pre-Dental Hygiene, Public Health, Bayard Rustin Social Justice (Themed Community), and
Metropolitan College (Themed Community)] within the University of Louisville’s Housing and Residence Life. The
main purpose of these communities is to "gather students of like interests or majors together in an environment
where we can serve and help them to get the most out of their college experience” (UofL Housing& Residence
Life, 2015). It is also a place where students can feel safe and get the special attention they need to be
successful in college. The role of the RAs living in these communities is to serve as leaders and as a resource for
members of the community. The RAs provide monthly programs that help bring awareness and understanding
to their communities and serve student members in various ways.
LL/TC training is conducted during regularly scheduled RA training typically in August (or January if newly hired
in the spring). I will conduct a qualitative inquiry in order to get better insights on how this specialized training
has helped prepare RAs for their job duties. Approximately 8-10 participants will be recruited to participate in
my study. Subjects will be limited to those RAs who are currently assigned to a LL/TC and who have gone
through the specialized training for these RAs. Participants will be interviewed using a semi-structured interview
protocol. All interviews will be recorded, transcribed, coded, and analyzed for key themes (Creswell, 2013). The
probing questions that this research study will seek to answer are; how effective is RA training? To what extent
do RAs feel prepared and equipped to perform their job duties? What recommendations can be made to
improve the current training program?
22
Change Management in HRD
Angela Jorgensen
University of Louisville
The purpose of this presentation is to examine existing literature regarding the concept of change management
within Human Resource Development (HRD) as well as Human Resource Management (HRM) and Organization
Development (OD). Included in this conceptual topic are a review of each field for definitions and distinctions, a
synthesis of the areas of convergence, and an exploration of the approaches to change management.
Additionally, a proposal of an integrated approach to change among the three disciplines, implications for HRD,
and recommendations for future research are derived from the information gathered.
PAPER SESSION III  2:25 P.M.  QUALITATIVE METHODOLOGY  PORTER BUILDING
ROOM 113  FACILITATOR: DR. MAGGIE MCGATHA, UNIVERSITY OF LOUISVILLE
Co-creating a Practitioner Inquiry Community: The Politics of Facilitation
Annie Straka
University of Cincinnati
The goal of this study is to understand and explore my experience co-facilitating a practitioner inquiry
community with my colleagues. I approach this project from an action research stance, as an insider studying my
own organization (Anderson, Herr & Nihlen, 2007; Cochran-Smith & Lytle, 2009; Coghlan & Brannick, 2010). This
project is grounded in Cochran-Smith and Lytle’s (2009) concept of “inquiry as stance” as a “grounded theory of
action that positions the role of practitioners and practitioner knowledge as central to the goal of transforming
teaching, learning, leading and schooling” (p. 119). The formation of the inquiry circle itself is intended to create
a space that allows participants to explore the dialectic tension that exists between research, practice, and
knowledge. I am specifically interested in understanding the ethical, political challenges that arise in facilitating a
practitioner inquiry group among peers. I plan to utilize portraiture methodology; a qualitative, feminist, artistic
methodology that is similar to ethnography in that the portraitist seeks to describe, understand and interpret
complex human experiences (Lawrence-Lightfoot and Davis, 1997). Following the portraiture methodology, the
data for this project is being collected from various sources so that I am able to construct a complex portrait of
the inquiry circle. This project is currently in the data collection phase, so preliminary analysis and reflection on
the research process will be shared in this presentation.
Reading between the Lines: Coding for Race, Gender, and Class in Visual and Text-Based Data
Peggy Shannon-Baker
University of Cincinnati
How does a researcher discuss how race, gender, and/or class are present in data even when these are not
explicitly there? Are there certain signifiers or codes in visual and textual data that reveal a discourse about race,
gender, and class? I will consider these questions in this presentation. This research is based on my dissertation,
which explores how students’ experiences of culture shock from an international educational experience are
coded with race, gender, and class. Culture shock, generally, is the socio-emotional response to being in a new,
cross-cultural environment, and typically entails feelings of anxiety, confusion, frustration, and a sense of being
overwhelmed with new cultural expectations. In my study, students in an international program expressed their
feelings of culture shock through journals, class discussions, and self-portraits. To better understanding how
students represent race, gender, and class in these data, I consulted various theoretical frameworks, including
critical race theory, feminist theories, and Marxist theory. These theories provided, in part, some specific
signifiers I could look for in the data (e.g., how students described local people or conditions of poverty). In
critical race theory, however, seemingly race-neutral topics like merit and equal opportunity are labelled
discourses that maintain White privilege and power. In this presentation, I will discuss: this dualism of
raced/gendered/classed discourse being “in the data” or “not”; the complicated nature of coding for these
23
identities as a White, female researcher from a working class background; and establishing a static frame for
coding for race, gender, and class.
Breast Cancer Awareness Messages: Perceptions of Breast Cancer Survivors in the Cincinnati Area
Mary Justice
University of Cincinnati
Despite massive attempts to educate the public and raise awareness about breast cancer, this disease remains
the most commonly diagnosed non-skin cancer in women. Breast cancer awareness messages and themes may
not reflect the actual dilemma of breast cancer in society, suggesting needed changes in breast cancer messages
to women. This phenomenological study seeks to discover breast cancer survivors’ perspectives; specifically
about the knowledge, assumptions, and behaviors promoted in breast cancer awareness messages, within the
context of breast cancer survivors’ lived experiences. Data will be gathered by doing semi-structured, in-depth
interviews with a convenience sample of 5-10 women in the Cincinnati area, diagnosed with breast cancer at
age 45 or younger, and with a length of survivorship of at least 5 years. Qualitative data analysis will be used to
order and code data, formulate meanings, and cluster themes. The results will then be integrated into an indepth description about the phenomenon of breast cancer awareness messages from survivors’ perspectives.
This study will add to the body of knowledge about breast cancer awareness messages and breast cancer
survivors in the Cincinnati area. The transferability of this knowledge could have a future impact on health
educators who are designing breast cancer health education campaigns. Since health education programs
emphasize evidence based messages, this study will provide evidence of the perspectives of those affected by
the disease. The results of this study could help inform community-based participatory approaches to health
education by involving breast cancer survivors in the planning of educational programs.
Developing an Enterprise Volunteerism Capability through Local Market Volunteer Teams
Leslie Clements
University of Louisville
Humana, Inc., a health and well-being company with markets across the United States, has identified employee
volunteerism as an enabler to facilitate the company’s goal to become a leading consumer-focused healthcare
company and improving the health of communities. The Green Bay market’s employee volunteerism
participation rate is well above the rest of the organization’s current rate, due to the existence of a structured
market volunteer team. The purpose of this study was to determine which aspects of the Green Bay model are
scalable and can apply to all, and where is there a need to allow for grassroots efforts and ideas to ensure
success within each unique geographical location.
A needs assessment was conducted to collect and review data from institutional records and focus group
interviews, in order to identify themes that could then be turned into insights, leading to recommendations for a
test pilot of the Green Bay model in the San Antonio market. A deductive coding approach was used to analyze
all of the data, and themes were organized into the three framework categories: process, practice, and
promotion. An opportunity analysis was conducted, resulting in the identification of opportunities for the
implementation process in San Antonio. Each opportunity was evaluated, resulting in five recommendations. A
cost/benefit analysis and a force field analysis were conducted to evaluate each recommendation, resulting in
the determination that the implementation of the San Antonio Market Volunteer Team following most of the
Green Bay processes would be a worthwhile investment.
24
PAPER SESSION III  2:25 P.M.  POLICY  PORTER BUILDING ROOM 114
FACILITATOR: DR. KYLE INGLE, UNIVERSITY OF LOUISVILLE
Grasping for Strivers: Factors that Impact Success of TRIO Student Support Services at Kentucky Community
Colleges
Nneka Mahalia Moseley
University of Louisville
In a day and time when the call for accountability in education is increasing, institutions of higher education and
student affairs practitioners are feeling a particular pressure to account for success of underrepresented
students. Community colleges are serving students in new ways, but this area of higher education and paths to
success are under-studied. The term striver stems from research around low-income students who are able to
achieve academically, despite having a “disadvantaged” background (Khalenberg, 2010). While “striver” is a
relatively new and sometimes controversial concept, Federal TRIO programs have been serving historically
underrepresented students and low-income students for over 40 years. The following study is proposed to
answer these questions: 1) What is the profile of “strivers” who use Student Support Service (SSS) in the
Kentucky Technical and College System (KCTCS); 2) What aspects of the SSS programs impact students’ success
defined as persistence to second year, graduation, and transfer; and, 3) What other factors influence success
through student support at KCTCS? Through use of multiple regression analysis, the relationship between
participation in KCTCS SSS, various support programs, and success in community college will be evaluated to
understand more about which factors are associated with success.
Selling Alma Mater: Institutional Culture and Brand Identity in Higher Education
David Brown
University of Kentucky
As part of their efforts to market themselves, colleges and universities create and cultivate their own unique
“brand identity”; a set of distinguishing features through which institutions try to differentiate themselves from
their peers. For many institutions, these identities spring from their institutional cultures; for example, liberal
arts colleges might emphasize small classes and on-campus living, whereas land-grant universities may
emphasize their public service mission or their wide range of academic programs. In this way, institutional
values are perpetuated among campus stakeholders, communicated to prospective students, and reinforced
with alumni.
This in-progress research effort focuses on institutions’ uses of brand identity in communicating with each of
those three constituencies. To reach potential students in an era when they are confronted with a barrage of
information across a variety of media, institutions must attempt to “cut through the noise” as they compete for
students’ attention and prospective tuition dollars. Once on campus, students become one of many groups
among which institutions must foster support for and belief in collective values. This continuous renewal of
institutional culture is accomplished in part through the use of words, symbols, and colors that become a sort of
shorthand reminder of the institutional brand and its distinguishing features. Once students’ time on campus
ends and they join the ranks of the alumni, institutions use their respective brand identities to evoke nostalgia
and pride in their appeals for alumni support.
The aim of this research is to help scholars and practitioners better understand effective brand management.
How Much Are You Willing to Pay to Keep Your Favorite Team Around?
Alicia Cintron
University of Louisville
Professional sport teams have been able to acquire new publicly funded facilities over the last century, but the
exponential growth of construction has skyrocketed over the last 30 years. Between 1990 and 2005, roughly 95
sport facilities were either built or renovated in the United States and cost approximately $2.7 billion, with the
public supplementing two-thirds of it (Siegfried & Zimbalist, 2000). Since 2005, 90% of all stadium development
25
has cost the public about $8.5 billion (Kellison & Mondello, 2014). While the public continues to fund
professional sport facilities, team owners and leagues grow more prosperous and increase in value annually.
The growth of stadium construction is partly due to the imminent threat of teams to leave their cities. Because
of the limited number of teams in existence and the limit on franchise expansion, teams are able to leverage
against a locality. There were 22 franchise moves between 1970 and 1985 and most recently, cities like Seattle
(NBA) and Atlanta (NHL) have experienced a team relocate to other cities. Teams have left their respective cities
in order to get a more lucrative stadium deal; more commonly, teams are demanding the public fund new
facilities for the teams to play in.
While there have been examples of the public not having a say in the approval of public dollars to fund stadium
projects, there has been limited research on how much they are willing to pay to keep the teams in town.
Therefore, the purpose of this study is to introduce the concept of resident’s willingness to pay for professional
sport facilities.
Defamation 2.0: How Does the Law of Defamation Work in a Digital Age?
Jeffrey Levine, Chris Hanna
University of Louisville
The realm of sport media and information is increasingly migrating away from traditional print and onto the
Internet. With the opportunity to use pseudonyms and aliases, the Internet historically affords individuals with a
high degree of anonymity to post as they see fit. This anonymity provides relative insulation from legal
accountability for one’s actions. This has the effect of encouraging irresponsible conduct such as false
statements about individuals.
Defamation is a common law cause of action commonly used for verbal or written false statements published
about another person that causes financial harm. Common law defamation claims are predicated off knowing
the identity of the defendant. When the one making the false statement is in cyberspace with an extra level of
protection through anonymity, the plaintiff must spend extra time, money, and effort in an attempt to unveil
the identity of perpetrator. This must be done before pursuing damages and other redress. There is no
guarantee of legal success.
Professional athletes and industry executives have been subject to disparaging rumors started online that
caused the victims financial hardship and/or loss of reputation. Public policy demands that a more streamlined,
cost-effective method be implemented to provide legal redress. The purpose of this presentation is to explain
how the Internet has allowed individuals to skirt defamation laws by posting online with aliases or pseudonyms
and illustrate that a public policy void exists. The research will be extended in the future to recommend legal
redress.
PAPER SESSION III  2:25 P.M.  TEACHER & STUDENT PERCEPTIONS  PORTER BUILDING
ROOM 116  FACILITATOR: DR. ROBERT RONAU, UNIVERSITY OF LOUISVILLE
Lessons Learned From "A Comparative Study of Teacher and Principal Perceptions of Professional Learning
Communities in Rural Eastern Kentucky"
Jeffrey C. Stamper
University of Kentucky
The findings and conclusion to the study entitled, “A Comparative Study of Teacher and Principal Perceptions of
Professional Learning Communities in Rural Eastern Kentucky.” This study examined and compared the degree
in which teachers and principals of PLC schools in rural Eastern Kentucky perceive the importance of the five
dimensions of PLCs as described by Hord as measured by Oliver, Hipp, and Huffman’s Professional Learning
Community Assessment-Revised (PLCA-R) survey instrument.
26
The Impact of Professional Development on Teacher Beliefs about Engineering
Lori A. Cargile, Cijy Elizabeth Sunny
University of Cincinnati
Teacher change is an essential component of recent reform efforts in 7-12 mathematics and science education.
Challenge based learning (CBL), an inquiry and activity focused teaching strategy, seeks to increase interest,
higher order thought, career knowledge, and collaboration. The 2 teacher participants undergo two summer
institutes which focus on integrating engineering into mathematics and science instruction through CBL. The
participants are also coached by experienced mentor teachers and retired engineers as they plan and implement
CBL units throughout the school year. This qualitative case study illuminates the progression and change of the
participants' conceptions of teaching engineering as they are developed professionally. The participants develop
intricate knowledge of the engineering design process, but some struggle to meaningfully incorporate career
information into their lessons. Most of the participants become more confident in their abilities to teach
engineering design. Future studies might focus on the sustainment of the observed changes over time.
A Single Subject Case Study on Teacher’s Perceptions of Engineering
Lindsay Owens
University of Cincinnati
In this single subject case study, I used a modified version of Hewson and Hewson’s (1989) Conception of
Teaching Science (CTS) interview-about-instances protocol to explore a high school mathematics teachers’
conceptions of teaching engineering (CTE) at the beginning and midpoint of a two year professional
development (PD) program. I focused on how the teacher “bounded” what constituted teaching engineering
and learning engineering. Several themes emerged in relationship to CTE including teaching engineering involves
an application of science and mathematics content and learning engineering involves students engaging in a
design process. In addition, several changes in the teacher’s conceptions about CTE emerged between the initial
interview and the midway point in which the teacher had implemented three engineering lessons in the
classroom. Throughout this case study, the teacher’s conceptions of the Nature of Engineering began to
emerge. As engineering takes a more active role as an instructional strategy in the K-12 setting, we need to
understand teacher’s conceptions of teaching engineering and views about the nature of engineering if we are
to guide teachers in implementing engineering practices through PD programs.
27
POSTER SESSION  3:40 P.M.  BALLROOM
An Investigation of the Relationship between Pre-College Education Experiences and Four Year Degree
Completion Rates  William Wells  University of Cincinnati
Naturally Rigorous? Ecocinema and the Common Core  Katherine Reynolds  University of Kentucky.
Middle Class, Middle-Aged White Men's Perceptions of Mental Health Issues Surrounding a Medical Event 
Meredith L. Threatt, M.S.Ed., LPCC  University of Cincinnati
Community Engagement and Education: Opportunities and Barriers Engaged Learning  Nneka Mahalia
Moseley  University of Louisville
Sense of School Belonging and Coping Self-Efficacy among At-risk Youth  NamHee Angela Kim, Caihong Li,
Ellen Usher  University of Kentucky
Acculturation, attachment and coping strategies of mainland Chinese international students  Kaifang Zheng 
University of Cincinnati
An Exploration and Analysis of Students’ Attitudes Towards Mathematics  Amy Stokes, Bill Thornburg 
University of Louisville
Minimizing Risk, Maximizing Praxis: The Phenomenological Experiences of Students Engaged in Service
Learning Utilizing Peer Facilitated Processing Groups  Mitchell Jones  University of Cincinnati
Towards a Psychological Approach to Muslim Identity  Mozhgan Malekan  University of Cincinnati
Spaces for Play: Young Children Experiencing Homelessness  Sue Schlembach  University of Cincinnati
Effects of Gender and Degree Expectation on Constructs of Math Achievement  Brittany Inge, Carrie
Christensen  University of Louisville
Preservice K-8 Teacher Attitudes Toward and Knowledge of Evolution  Ashley Vaughn  University of
Cincinnati
Overcoming Difficulties with Visual-Motor Integration: Student Adaptive Teaching of Algebra  Samantha
Marita, Dr. Casey Hord, Salma Ayaz, Taylor Marie Tomaro, Kiyana Gordon, Jennifer B. Walsh, Shelby Haskins 
University of Cincinnati
Development of Self-determination and Job Readiness Skills for Student with Autism through Use of
Technology  Stephanie Alonzo  University of Cincinnati
Is College Just a Dream? College Beliefs in At-Risk Youth  Rosina Li Caihong, N. A. Kim, S.T.Covington, A.R.
Butz, A. Hadeel, E.L. Usher  University of Kentucky
28
Teachers' Self-Efficacy as an Indicator of Teaching Behaviors  Abigail M. A. Love  University of Kentucky
A Visual Guide to Proper Nonparametric Statistical Test Selection  Timothy Lau, Tyler Upton  University of
Louisville
Mixed Methods Research in Positive Psychology: A Mixed Methods Methodological Review  Rachael Clark 
University of Cincinnati
Factors Influencing College Students’ Perceptions of Their Transition to Adult Health Care  Rebecca Elkins 
University of Cincinnati
Reducing the Harm: Drop Box Programs in the United States  Oladunni Oluwoye  University of Cincinnati
Diverse Views of Self: Perceived Body Image, Body Satisfaction and Media Use Patterns among African
American Women  Shameka Y. Neely  University of Cincinnati
What are the Identifiable Success Factors for Interventions against Female Genital Mutilation? Teminijesu
John M. Ige  University of Cincinnati
Using a CBT-Based Therapeutic Community Program to Facilitate Healthy Relationships among Military
Veterans and their Families  Marilyn Rush-Ossenbeck  University of Cincinnati
Utilizing a Peer-Implemented Intervention to Increase Engagement during Group Time  Emily Flowers 
University of Cincinnati
The Effects of Growth: How the Sporting Industry Impacts the Identity and Socialization of African American
Male Athletes  Christina Rogers  University of Cincinnati
Community Engagement and Education: Opportunities and Barriers to Engaged Learning  Nneka Mahalia
Moseley  University of Louisville
29
NOTES
30
NOTES
31
NOTES
32
NOTES
33
DIRECTORY
Aaron Phillips
University of Louisville
Education
[email protected]
Abigail M. A. Love
University of Kentucky
Educational Psychology
[email protected]
Alicia Aikens
University of Cincinnati
Health Promotion
[email protected]
Alicia Cintron
University of Louisville
Sport Administration
[email protected]
Allison JoAnn Lester
University of Cincinnati
Education
[email protected]
Amanda Bowers
University of Louisville
Education
[email protected]
Amany Hassan
University of Cincinnati
Education
[email protected]
Amy Debelak
University of Cincinnati
Special Education
[email protected]
Amy Stokes
University of Louisville
Education
[email protected]
Angela Jorgensen
University of Louisville
Organizational Learning & Leadership
[email protected]
Angela Newcomb, Ph.D.
University of Louisville
Education Leadership
[email protected]
Angelica Hardee
University of Cincinnati
Health Promotion & Education
[email protected]
Annette Bridges
University of Louisville
Education Leadership
[email protected]
Annie Straka
University of Cincinnati
Educational Studies
[email protected]
Arlene Wilson
University of Kentucky
psychology
[email protected]
Ashley Vaughn
University of Cincinnati
Education
[email protected]
Audrey Conway
University of Kentucky
Educational Psychology
[email protected]
Bill Thornburgh
University of Louisville
Science Education
[email protected]
Bo Lowrey
University of Louisville
Education (Science)
[email protected]
Brianna McCrea
University of Kentucky
Psychology
[email protected]
Brittany Inge
University of Louisville
Education
[email protected]
Brittany Waiters
University of Kentucky
Psychology
[email protected]
Caihong Rosina Li
University of Kentucky
Educational Psychology
[email protected]
Candace Barger
University of Cincinnati
Education
[email protected]
Carrie Christensen
University of Louisville
[email protected]
Chantelle A. Barbour
University of Kentucky
Education
Education (Interdisciplinary Early
Childhood Education)
Chelsea G. Adams
University of Kentucky
Educational Psychology
[email protected]
Chris Berry
University of Cincinnati
Health Education and Promotion
[email protected]
Christina Rogers
University of Cincinnati
Sports Administration
[email protected]
Christine Payne
University of Louisville
Education
[email protected]
Chulhwan Choi
University of Louisville
Sports Administration
[email protected]
Cijy Elizabeth Sunny
University of Cincinnati
Education
[email protected]
Danielle Wilson
University of Kentucky
Education
[email protected]
David Brown
University of Kentucky
Higher Education
[email protected]
Dekant Kiran
University of Kentucky
[email protected]
Dominique Bryan
University of Louisville
Education
Human Resources and Organizational
Development
Elizabeth Adams
University of Cincinnati
Educational Studies
[email protected]
Emily Flowers
University of Cincinnati
[email protected]
Emma Pridham
University of Louisville
Psychology
Human Resources and Organization
Development
Ericka Hollis
University of Kentucky
Education
[email protected]
Erika Koester
University of Kentucky
Education
[email protected]
Faith Jones
University of Kentucky
Psychology
[email protected]
Gwen Martin
University of Kentucky
Education
[email protected]
Hadeel Ali
University of Kentucky
Counseling Psychology
[email protected]
Jason A. Rice
University of Louisville
Sport Administration
[email protected]
Jayden Thai
University of Louisville
Counseling Psychology
[email protected]
Jeffrey C. Stamper
University of Kentucky
Education
[email protected]
Jeffrey Levine
University of Louisville
34
Sport Administration
[email protected]
[email protected]
[email protected]
[email protected]
Jiaqi Zhang
University of Cincinnati
Educational Studies
[email protected]
Jin Park
University of Louisville
Sport Administration
[email protected]
Jonathan Watkins
University of Louisville
Education (Curriculum & Instruction)
[email protected]
Joy A. Cox
University of Louisville
Education
[email protected]
Kaifang Zheng
University of Cincinnati
Counselor Education
[email protected]
Kate McHugh Doyle
University of Cincinnati
Education
[email protected]
Katherine Reynolds
University of Kentucky
Education Policy and Evaluation
[email protected]
Kathleen Cash
University of Louisville
Education
[email protected]
Kathy Lowrey
University of Louisville
Education
[email protected]
Kathy Y. Stovall
University of Louisville
Education
[email protected]
Katy Haynes Owen
University of Kentucky
Psychology
[email protected]
Khahlia Sanders
University of Cincinnati
Educational Studies
[email protected]
Kimberly Sanders
University of Louisville
Education
[email protected]
Lauren Evanovich
University of Louisville
Education, Curriculum & Instruction
[email protected]
Leah DixWhite
University of Louisville
[email protected]
Leslie Clements
University of Louisville
Education
Human Resources and Organizational
Develeopment
Lindsay Owens
University of Cincinnati
Educational Studies
[email protected]
Lori A. Cargile
University of Cincinnati
Education: Curriculum and Instruction
[email protected]
Lori Foote
University of Cincinnati
Education
[email protected]
Marcia Gail Headley
University of Cincinnati
Educational Studies
[email protected]
Marilyn Rush-Ossenbeck
University of Cincinnati
Mental Health Counseling
[email protected]
Mark Stewart
University of Louisville
exercise science
[email protected]
Mark William Stewart
University of Louisville
Exercise Science
[email protected]
Mary Justice
University of Cincinnati
Health Promotion and Education, CECH
[email protected]
Melody Halbleib
Meredith L. Threatt, M.S.Ed.,
LPCC
University of Louisville
Research
[email protected]
University of Cincinnati
Counseling
[email protected]
Meriah Rose
University of Kentucky
Education
[email protected]
Merryn Cole
University of Kentucky
Education
[email protected]
Mikah J. Pritchard
University of Kentucky
Educational Psychology
[email protected]
MiKeiya Morrow
University of Kentucky
Counseling Psychology
[email protected]
Mitchell Jones
University of Cincinnati
Counselor Education and Supervision
[email protected]
Mona M. Jenkins
University of Cincinnati
Education
[email protected]
Morgan Mattingly
University of Kentucky
Education
[email protected]
Morgan Schafbuch
University of Kentucky
Education
[email protected]
Mozhgan Malekan
University of Cincinnati
Education
[email protected]
NamHee Angela Kim
University of Kentucky
Counseling Psychology
[email protected]
Natalie Hollinger
University of Cincinnati
Educational Studies
[email protected]
Natashia Cheatham
University of Kentucky
Psychology
[email protected]
Nneka Mahalia Moseley
University of Louisville
Counseling and Personnel Services
[email protected]
Oladunni Oluwoye
University of Cincinnati
Health Education
[email protected]
Patrice D. DeLeon
University of Cincinnati
Health Promotion and Education
[email protected]
Paula Soder
University of Louisville
Organizational Leadership
[email protected]
Peggy Shannon-Baker
University of Cincinnati
Educational Studies
[email protected]
Per Svensson
University of Louisville
Sport Administration
[email protected]
Rachael Clark
University of Cincinnati
Educational Studies
[email protected]
Rachel Husk
University of Kentucky
Psychology
[email protected]
Rebecca Elkins
University of Cincinnati
Health Education
[email protected]
Rebecca Elkins
University of Cincinnati
Health Education
[email protected]
Rebecca Gasiewicz
University of Cincinnati
Educational Studies
[email protected]
Rebecca Stacy Jones
University of Kentucky
Education Psychology
[email protected]
[email protected]
35
Richard Kweku Mensah
University of Kentucky
Education
[email protected]
Rimma Maddox
University of Cincinnati
Literacy and Second Language Studies
[email protected]
Robert M. Neeley
University of Kentucky
Psychology
[email protected]
Robin Lindquist-Grantz
University of Cincinnati
Educational Studies
[email protected]
Roseline Yunusa
University of Cincinnati
Health Education/Promotion
[email protected]
Samantha Marita
University of Cincinnati
Education
[email protected]
Samuel Schmidt
University of Louisille
Sports Administration
[email protected]
Selena Ramanayake
University of Cincinnati
Educational Studies
[email protected]
Shameka Y. Neely
University of Cincinnati
Health Promotion and Education
[email protected]
Stephanie Alonzo
University of Cincinnati
Education
[email protected]
Stephanie Palacio
University of Louisville
Organizational Leadership & Learning
[email protected]
Steven Capehart
University of Kentucky
Exercise Science
[email protected]
Sue Schlembach
University of Cincinnati
Education
[email protected]
Sun Kang
University of Louisville
Sport Administration
[email protected]
Susan Tyler
University of Cincinnati
Educational Studies
[email protected]
Teminijesu John M. Ige
University of Cincinnati
[email protected]
Timothy Lau
University of Louisville
Health Promotion and Education
Educational Psychology, Measurement, and
Evaluation
Tracy Richardson
University of Louisville
HR LD/OD
[email protected]
Trisha Turner
University of Kentucky
Education
[email protected]
Tyler Upton
University of Louisville
Chemistry
[email protected]
Vanessa White
University of Cincinnati
Education
[email protected]
Victoria Baah-Binney
University of Cincinnati
Counselor Education and Supervision
[email protected]
VImolmas Tansathitaya
University of Cincinnati
Health Promotion
[email protected]
William Wells
University of Cincinnati
Education
[email protected]
Xiao-Yin Chen
University of Kentucky
Psychology
[email protected]
Zuchao Shen
University of Cincinnati
Education
[email protected]
University of Louisville
[email protected]
University of Cincinnati
Dr. Melissa Evans-Andris
[email protected]
Dr. Holly Johnson
[email protected]
Dr. Jill Adelson
[email protected]
[email protected]
Dr. Victoria Carr
Dr. Imelda CastanedaEmenaker
[email protected]
Dr. Rick Balkin
Dr. Denise Cumberland
[email protected]
Dr. Mark Plano Clark
[email protected]
Dr. Meg Hancock
[email protected]
Dr. Vicki L. Plano Clark
[email protected]
Dr. Mary Hums
[email protected]
Dr. Chet Laine
[email protected]
Dr. Jason Immekus
[email protected]
Dr. Bob Ronau
[email protected]
Dr. Kyle Ingle
[email protected]
Dr. Gaetane Jean-Marie
[email protected]
Dr. Maggie McGatha
[email protected]
University of Kentucky
Dr. Robert Shapiro
[email protected]
[email protected]
[email protected]
Dr. Robert Pennington
[email protected]
Dr. Jeffrey Sun
[email protected]
Dr. Kristen Mark
Dr. Danelle StevensWatkins
Dr. Shelley Thomas
[email protected]
Dr. Ellen Usher
36
[email protected]
[email protected]