Arts - Buffalo State College

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e re-evaluated. Conclusions for this project will be made based on the student’s progress. Presentation Type and Session: Poster III Seeing Reading Through a New Perspective: Sight Word Games Zachary Best, HON 400: All College Honors Colloquium Faculty Mentors: Professor Leslie Day, Elementary Education and Reading and Professor Andrea Guiati, Director, All College Honors Program Four students operating at frustration reading and comprehension level will increase their ability towards benchmark using sight word games. Testing of comprehension was done so by offering Dolch words to find proper assessment level. Given a below grade level passage, the students read at frustration level. Using Lev Vygotsky’s idea of scaffolding, 4 one-on-one teacher/student teams will exercise a multitude of games designed to work towards recognition of sight words. Increased recognition of Dolch words will directly allow these students to increase overall comprehension by use of context clues and other literary strategies. Giving focused attention to the students and implementing these strategies will engage and entertain the students. The candid learning will also allow him/her to relax and focus on reading in an authentic situation. A post-test following several sessions will allow the teachers to gage the increased ability of the student over their time together. At the end of the sessions, the students, if not benchmark, will at least have made substantial increases in fluency and comprehension. The post test, much like the pretest, will present a passage at grade level and will ask follow up questions to assess the level of comprehension. These questions come directly from the passage. This strategy does not follow many well-known reading and comprehension beliefs such as DIBELS. This strategy is also not curriculum based. Instead, this unique strategy will be innovative and play a role in future education and tutoring sessions. Presentation Type and Session: Poster III The Successful Advancement of First Generation African American College Students Sonya Johnson, Early Childhood Education Faculty Mentor: Professor Myrtle Welch, Social and Psychological Foundations of Education This study addresses the importance of understanding which instructional tools promote academic achievement for firstgeneration African-American college students. For this qualitative study, nine freshmen and one junior first generation student in Bridge programs were interviewed one on one and asked about their experiences in school. Two of ten were males and eight were females. The theories, Model of Student Retention, Involvement Theory, Emancipatory View of Struggle, and Multiple Intelligences, Education ground this study. Using these theories, it is shown that with high means of post secondary academic support as well as parental support, these students can succeed. First-Generation students, who are the children of parents who never went to college, embrace the world of academia despite their unique challenges such as their low socioeconomic status and limited knowledge of their new collegiate environment. Most first-generation college students are retained on their post secondary pursuit or simply drop out by their second year in college. To embrace the “cultural uniqueness” of these “at risk students,” secondary and post secondary teachers and administrators, with instructional principles within a cultural responsive framework, can merge these students’ world of academics with the culture from which they grew up. In addition, these professionals can implement the importance of transitional programs that help keep them on a successful post secondary track. The Bridge Programs and the federally funded TRIO Programs’ success rates are high in regard to First-Generation African American students’ success with post secondary endeavors. Presentation Type and Session: Oral – Education Teacher Candidates: Click Here! How To Make the Most of a PDS Website Stephen Malone, Elementary Education Faculty Mentor: Professor Leslie Day, Elementary Education and Reading Buffalo State College highly values the input and perspectives of its teacher candidates. In fact, each year, two undergraduate teacher candidates are chosen through an application process to serve on the PDS Advisory Council and participate in a variety of PDS initiatives. These undergraduate representatives provide updates to the Buffalo State College PDS Website enabling teacher candidates to obtain information about methods courses, student teaching, action research, and other Buffalo State College Education websites. To increase student accessibility, student representatives have created a “For Current Students” section on the PDS Website, and have launched a Buffalo State PDS Facebook page. The idea behind these new implementations is that teacher candidates from Buffalo State College will build a sense of community in the world of professional development. Over the course of six months, data has been collected and analyzed to attest to the success of the Buffalo State PDS webpage and the new Buffalo State PDS Facebook page. In addition to the steps that have already been taken, “Teacher Candidates: Click Here!” also takes a look into the future of these web-based technologies. We hope that you will visit us on our website at www. buffalostate.edu/pds. Presentation Type and Session: Poster III 69
70 Education Teacher Candidates: Vital Stakeholders In Professional Development Schools Devin Bartlett, Combined Childhood and Early Childhood Education Faculty Mentor: Professor Leslie Day, Elementary Education and Reading Strong partnerships, robust collaboration, and lively shared decision-making are important components of the Buffalo State College Professional Development School Consortium. Teacher Candidates are significant stakeholders in the collaboration, particularly elected student representatives who play vital roles in supporting PDS initiatives and the PDS mission. Valuing teacher candidates’ perspectives strengthens and validates the authentic nature of PDS. Elected representatives are liaisons to the teacher candidate student body and support the initiatives of the Buffalo State College PDS. One such initiative is to examine PDS impact on teacher candidates. Specifically, this poster session will focus on the impact of attending our annual PDS Retreat, participating in PDS Consortium meetings, and presenting research and projects at these venues have on teacher candidates. Teacher candidates are encouraged to attend the professional development opportunities provided by the Consortium. This past September, as an example, over 40 students participated in the annual PDS Retreat. Following this event, as well as the December consortium meeting, the elected student representatives designed questionnaires for each event that was emailed to these teacher candidates using Survey Monkey and then followed up with hard copy mailing. The results of these surveys will be shared during this poster session. Monitoring and measuring the impact PDS has on our teacher candidates and teacher education program continues to be a focus of our PDS research agenda. Presentation Type and Session: Poster III Teaching 21st Century Thinking Skills Ismet Mamnoon, Creative Studies Faculty Mentor: Professor Cyndi Burnett, Creative Studies As we navigate through the 21st century, there is a growing awareness that there is a critical need for innovation and creative thinking. The USA stands to lose its place in the world as the leader in innovation and discovery. Change is coming from all sides at break neck speed and we are running to stand still. The future generation needs a new skill set in order to survive and thrive in this new world. This skill set is the ability to think creatively. Teachers are now being asked to develop these skills in their students. The problem that arises is, how can educators teach these 21st Century Thinking Skills unless they have a strong understanding of what these skills are? The Teaching for Creativity program was developed to meet this pressing need in the field of education. It is a program designed specifically for educators and the goal of the program is that teachers will be able to: define creativity; recognize creative behavior and outcomes; identify and develop key affective skills related to creative leadership; establish a classroom environment in which creativity flourishes; and facilitate with and teach creative thinking and problem solving. This program has been used for professional development in schools internationally. There has been a significant positive impact on students. It is hoped that this program will become a mandatory requirement for all teachers in the future. Presentation Type and Session: Poster II Technology In Schools: Harmful Or Helpful Joanna Cianciosa, HON 400: All College Honors Colloquium Faculty Mentors: Professor Leslie Day, Elementary Education and Reading and Professor Andrea Guiati, Director, All College Honors Program Technology has vastly changed our education system over the years. New technology is slowly working its way into the education system and changing the way students learn and teachers teach. This change seems to have taken place overnight. All of a sudden classrooms are equipped with things such as SmartBoards and iPads. Ten years ago this technology did not even exist. With my research I am going to explore just how technology has impacted the classroom. I will look at how it was when I attended elementary and middle school compared to how lessons are taught in the classroom today. I will also see if grades and performance have improved with this new technology being used in the classroom. Most people say technology is one of the best things to happen to a classroom and I will seek to shed some light on whether this theory is right or wrong. From pre-k up until high school, the past ten years have seen technology completely overhaul the education system, but is it for better or for worse? Presentation Type and Session: Poster IV Undergraduate Learning Assistants In a Hybrid Economics Course Heather Dennis, Liza Sang Yan, Amber Buchholz, Daniel Flaherty, Katelyn Reese, Chanil Mejia, Cory Lauber, Joshua Naughton, Brittany Leo, and April Musielak, ECO 101: The Economics System Faculty and Staff Mentors: Professor William Ganley, Economics and Finance and Ms. Meghan Pereira, Instructional Resources Economics 101 is a hybrid course that combines classroom instruction with informational technologies, such as ANGEL. The responsibilities of the Undergraduate Learning Assistants are to manage online activities, for example discussion forums, quizzes, and ToonDoo. In addition, ULA’s track the progress of students and provide office hours for additional help. ANGEL is used in a variety of ways. We have weekly online discussion forums where the students post a response to their peers’ questions. This is a good way for students to think critically about course material and to help others in the class to engage in critical thinking. Quizzes assigned to students have unlimited timing, and serve as resources to study
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Editor Jill K. Singer, Ph.D. Direct
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Welcome Statements ________________
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Welcome to the 14 th annual Student
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Congratulations to all the student
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‘Year of the Arts’ Events: Warr
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Information Assurance Through Cyber
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Poster Sessions and Displays Butler
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Sooner Rather Than Later: The Role
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Shadows Under the Bed Mallory Schel
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Parent Survey Evaluation and Distri
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Family: Portraits In High Dynamic R
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Page 33 and 34: 28 Arts the inside of the building,
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Page 37 and 38: 32 Arts Fashion of Interaction: An
Page 39 and 40: 34 Arts both pianist and pedagogue.
Page 41 and 42: 36 Arts practices. It will be built
Page 43 and 44: 38 Arts Shimmying Across the Atlant
Page 45 and 46: 40 Arts than modern alloys, history
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Page 87 and 88: 82 Humanities Advertising and Blind
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Page 95 and 96: 90 Humanities The Role of Magic and
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Page 111 and 112: 106 comparing different studies fro
Page 113 and 114: 108 Psychology and Social Sciences
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