Arts - Buffalo State College

for the exams. We also do a ToonDoo activity, where the students can
create their own cartoon based on their knowledge in the course.
This activity provides students the opportunity to express their
understanding of the material in a creative way. Other than online
activities, we do an in-class review session before all exams. A good
way to gauge how well students perform in the class is by generating
a report through the use of the Turning Point clickers. Students click
in and answer questions taken from lectures and the textbook. All
the ULA’s have previously taken the course and were recommended
by their ULAs. A positive aspect to this is that we see what works
and what doesn’t. We use this to help facilitate student learning.
In conclusion, Undergraduate Learning Assistants really make a
difference in the class experience.
Presentation Type and Session: Poster V
Undergraduate Learning Assistants:
A Hybrid Microeconomic Course
Kaitlin Fetes, Daniel Flaherty, Cory Lauber, and Desiree
Wiley, ECO 202: Principles of Microeconomics
Faculty and Staff Mentors: Professor William Ganley, Economics
and Ms. Meghan Pereira, Instructional Resources
Microeconomics is a hybrid course that combines classroom
instruction with information technologies provided through Angel
and MyEconLab. The responsibility of the learning assistant is to
facilitate classroom learning with online activities such as weekly
chapter quizzes in MyEconLab. The quizzes are used to track
student’s progress throughout the course of the semester; while
preparing them for future assessments. Students are given a week to
complete each chapter quiz, along with multiple attempts in order
to enhance their learning and gain a better understanding of the
material. All assignments given on MyEconLab are available for
review as a study aid for tests. Attendance and class participation is
valued as part of a student’s grade. In order to take attendance, the
learning assistants use Turning Point Clickers to encourage student
involvement during class. Questions related to classroom material
are added into daily lectures; Turning Point provides a report of
students who attended class along with a good understanding
of which students are gaining information from the lectures.
Communication with students is done through Angel and at the
start and end of every class. Each learning assistant has office hours
to assist students with individual needs regarding their success in
the classroom. Learning assistants not only provide students with
an alternative learning style for classroom instruction, but become
enhanced in the subject material of microeconomics themselves.
Presentation Type and Session: Poster VI
Understanding Second Language Learners
Perception of Environmental Science
Jennifer Pigeon, SCI 690: Understanding Second Language
Learners
Faculty Mentors: Professor Catherine Lange, Earth Sciences and
Science Education and Professor Joseph Zawicki, Earth Sciences
and Science Education
Education
This study assessed ESL student learning in a six-week
classroom and field-based program that introduced Buffalo youth
to the Lake Erie watershed; the program is run by Buffalo Outdoor
Urban Education. Specifically, this study assessed the impact of
the learning experiences on students who are learning English as
a second language. A pre/post-test instrument was developed for
assessing student learning and attitudes. The test was refined and
(anonymously) administered to over 180 students from various
urban settings. The researchers have observed children from
different countries on the boat; those observations have motivated
us to become curious about whether native and non-native speakers
respond differently on the survey instrument. An analysis of the
survey results will be presented. The number of non-native speakers
in K-12 classrooms has increased dramatically over the past several
years. These research findings will inform teachers about how
students, who do not use English as their first language, learn
through field-based experiences.
Presentation Type and Session: Oral – Education
The Use of Computer Games To Enhance
Student Achievement In Mathematics
Based Instruction
Meghan Hooks, EDU 651: Research, Theory, and Practice in
Mathematics Instruction
Faculty Mentor: Professor Hibajene Shandomo, Elementary
Education and Reading
Technology is becoming increasingly popular within the United
States and will only continue to grow in esteem for years to come.
It is often claimed that computer games could be a potential asset
to aid students in increasing comprehension skills within particular
subject areas. The purpose of this study is to determine whether
computer-based games are beneficial in increasing students’
performance and motivation within mathematical instruction.
Throughout this study three pertinent questions will be answered to
address the topic of whether or not computer games are considered
to be a favorable tool in aiding students’ comprehension within
the area of multiplication. First, are there specific computer games
that are proven to be more effective to students’ learning and
comprehension of multiplication? Second, does gender play a
significant role in students’ engagement, understanding, and interest
in computer games? Third, does time duration play an intricate
role in the success of students’ mathematical accomplishments?
These research questions will be addressed in the following study
by conducting a series of short interviews with one participant,
a fourth grade female student who dislikes mathematics. The
participant will also play different computer games, and will be given
a pre-assessment test and a post-assessment test to determine any
successes or challenges that she may encounter.
Presentation Type and Session: Poster VII
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