EGSO Research Conference 2022
The 2022 EGSO Research Conference will be held virtually on Saturday, March 5, 2022.
Welcome Session (9:00 - 9:15 AM CST)
Opening Speaker, Chrissy Eubank, EGSO President 2021-2022 |
Join the Welcome Session
https://us02web.zoom.us/j/5427069223 |
Session A (9:15 - 10:15 AM CST)
Teacher Professional Learning and Development
Zoom Meeting Room 1 https://texastech.zoom.us/j/99340523248 Chair: Dr. Zimmerman Discussant: Amy Dye Reeves |
Education Issues/Policy and Reform
Zoom Meeting Room 2 https://texastech.zoom.us/j/93293027690 Chair: Dr. Smit Discussant: Dr. Cho |
Not All Fun and Games:
Determining Which Elements of Gamification Impact Student Motivation in College Algebra Corequisite Courses Elizabeth Goldberg and Taylor Darwin |
Faculty Breakout Session (10:15 - 11:15 AM CST)
Zoom Room 3 https://texastech.zoom.us/j/93293027690 |
Dr. Shirley M. Matteson
Associate Dean for Research and Staff/Faculty Development Associate Professor of Middle-Level Education Department of Curriculum and Instruction Texas Tech University |
Dr. Aaron Zimmerman
Assistant Professor Curriculum Studies and Teacher Education Department of Curriculum and Instruction Texas Tech University |
Dr. Julie Smit Assistant Professor Language, a Diversity, & Literacy Studies Department of Curriculum and Instruction Co-Founder of Llano Estacado Writers’ Alliance Texas Tech University |
Securing a Faculty Position:
Preparing for Faculty Search Committee Interviews |
Defending the Dissertation:
Frequently Asked Questions, Common Feedback, and Red Flags |
How to Receive Feedback for Your Academic Writing: Strategies for Revising and Transforming your Writing |
The steps involved in transitioning to a faculty
member role are not formally addressed during coursework and therefore often results in a great deal of stress for doctoral students. The search process for a faculty position is complex and long compared to that of securing K-12 teaching positions. This presentation discusses the preparation of application documents, who to ask for a reference, and preparing for initial and site interviews. Insights will be provided on the “behind-the-scenes” work of the search committee. |
This workshop will be valuable for students
who are in the process of developing their dissertation proposal or their final dissertation manuscript. This workshop will highlight a number of questions that faculty often ask students to consider and answer as students present and defend their dissertation proposal and dissertation research. |
Often, we, as academic writers, find ourselves at a loss on how to move our writing forward when we receive critical feedback from academic journal reviewers or from our dissertation committees. This presentation will focus on my perspective and how I address critical feedback. I will guide the audience on the initial procedures I use to fully revise my writing. I will talk about the process of submitting manuscripts for publication and the review process. I will also extend this talk by providing suggestions on how doctoral students should approach critical feedback from their chair and their dissertation committees. |
Session B (11:15 - 12:15 PM CST)
Current Issues in Education
Zoom Meeting Room 1 https://texastech.zoom.us/j/99340523248 Chair: Dr. Zimmerman Discussant: Dr. Kelly |
Qualitative Research in Education
Zoom Meeting Room 2 https://texastech.zoom.us/j/93293027690 Chair: Dr. Smit Discussant: Dr. Inan |
Does the Continuous Spread of COVID-19
Affect the Stress and Anxiety Levels of International Students Lilian Tetteh and Eunice Ohidah |
Unlocking Stories to Unlock the Future:
Analyzing Narratives of First-Year Ph.D. Students Johanna Keene, Sara Abi Villanueva, Ryan Eshleman-Robles, and Wenndy Pray |
Patterns of Sustaining Progress in P-12 Systems:
'What is the Magic Formula'? Crystal Romero-Mueller, Lauren Tenneson, and Terisa O'Dowd |
Abstracts
Teacher Professional Learning and Development
Elizabeth Goldberg and Taylor Darwin
Session A-1: Not All Fun and Games: Determining Which Elements of Gamification Impact Student Motivation in College Algebra Corequisite Courses
Abstract: To help developmental students succeed in college mathematics courses and graduate on time, Texas is transitioning to a corequisite model, where students take developmental support classes and traditional mathematics classes concurrently. However, little is known about how to best support developmental students in these courses, particularly minorities and first-generation college students. The purpose of this study is to determine if gamification is an effective strategy for increasing student mathematical motivation and which aspects of gamification - autonomy, competence, and relatedness - resonate the most with college algebra corequisite students. This knowledge will aid in developing instructional strategies to better support corequisite mathematics stu
Session A-1: Not All Fun and Games: Determining Which Elements of Gamification Impact Student Motivation in College Algebra Corequisite Courses
Abstract: To help developmental students succeed in college mathematics courses and graduate on time, Texas is transitioning to a corequisite model, where students take developmental support classes and traditional mathematics classes concurrently. However, little is known about how to best support developmental students in these courses, particularly minorities and first-generation college students. The purpose of this study is to determine if gamification is an effective strategy for increasing student mathematical motivation and which aspects of gamification - autonomy, competence, and relatedness - resonate the most with college algebra corequisite students. This knowledge will aid in developing instructional strategies to better support corequisite mathematics stu
Erin Higginson
Session A-1: Student Achievement on End-of-Course Algebra 1 Exam: An Analysis of Contributing Factors for Success
Abstract: In Missouri the Algebra I End-of-Course (EOC) Algebra I Exam is administered to students enrolled in Algebra I at the end of the school year. It is a required assessment for graduation, linked to scholarship awards, and required to be ten percent of the student’s course grade. Therefore, this study’s intent was to investigate how teachers can help students be more successful on this high-stake assessment. Factors that contribute to the success of students were identified and then addressed as needed. Through an extensive literature review, the following conceptual framework was developed for factors that indicate success on standardized assessments (Lamie, 2014; Dufour et. al, 2016; Fleming, 2016).
Session A-1: Student Achievement on End-of-Course Algebra 1 Exam: An Analysis of Contributing Factors for Success
Abstract: In Missouri the Algebra I End-of-Course (EOC) Algebra I Exam is administered to students enrolled in Algebra I at the end of the school year. It is a required assessment for graduation, linked to scholarship awards, and required to be ten percent of the student’s course grade. Therefore, this study’s intent was to investigate how teachers can help students be more successful on this high-stake assessment. Factors that contribute to the success of students were identified and then addressed as needed. Through an extensive literature review, the following conceptual framework was developed for factors that indicate success on standardized assessments (Lamie, 2014; Dufour et. al, 2016; Fleming, 2016).
Eunice Ohidah and Lilian Tetteh
Session A-1: Assessment of Teachers' Competence in Teaching Computational Thinking Skills to K-12 Students in Lubbock Education District
Abstract: The teaching and learning process is an information dissemination process with the purpose of changing the individual that builds up the society. This research is about assessing the teachers’ competence to determine their capabilities in handling computational thinking in the classroom. The study will explore the computational abilities of teachers in K-12 schools in the Lubbock Educational District through mixed-method research. The teachers’ competence in Computational Thinking Skills will be examined in a non-experimental quantitative study, while the strategies teachers are using in teaching the students computational thinking skills will be assessed through in-class qualitative observations of teachers teaching a computational class and, in semi-structured participant observations to get information from the students on their use of computational thinking. Teachers’ computational thinking attitude questionnaire will be used to measure teachers’ attitudes towards computational thinking. Their understanding of CT and how comfortable they are with CT by measuring their interest in teaching it, their attitudes towards incorporating it into their classrooms, and how they relate this to their teaching career.
Session A-1: Assessment of Teachers' Competence in Teaching Computational Thinking Skills to K-12 Students in Lubbock Education District
Abstract: The teaching and learning process is an information dissemination process with the purpose of changing the individual that builds up the society. This research is about assessing the teachers’ competence to determine their capabilities in handling computational thinking in the classroom. The study will explore the computational abilities of teachers in K-12 schools in the Lubbock Educational District through mixed-method research. The teachers’ competence in Computational Thinking Skills will be examined in a non-experimental quantitative study, while the strategies teachers are using in teaching the students computational thinking skills will be assessed through in-class qualitative observations of teachers teaching a computational class and, in semi-structured participant observations to get information from the students on their use of computational thinking. Teachers’ computational thinking attitude questionnaire will be used to measure teachers’ attitudes towards computational thinking. Their understanding of CT and how comfortable they are with CT by measuring their interest in teaching it, their attitudes towards incorporating it into their classrooms, and how they relate this to their teaching career.
Education Issues/Policy and Reform
Corinne Barger
Session A-2: Micropolitics: Understanding the Organizational Implications for Teacher Education Research
Abstract: Substantial literature discusses the political nature of the school and the ways in which this influences the work of administrators and teachers. However, interestingly, much of this research is presented through the lens of the micropolitical theory of organizational politics, while the micropolitics described by Deleuze and Guattari (1987) frames the research about teacher educator becomings. Through a review of the theoretical and empirical literature, important nuances distinguishing these two micropolitical theories are outlined, identifying differences in the relationship understood between the macro- and micropolitics as well as the emphasis placed on either power or desire. Recognizing then a gap in the literature about the micropolitical experience between teacher educators and preservice teachers, the paper ends by delving into the theoretical implications for using these differing theoretical perspectives in future research within the initial teacher education context.
Session A-2: Micropolitics: Understanding the Organizational Implications for Teacher Education Research
Abstract: Substantial literature discusses the political nature of the school and the ways in which this influences the work of administrators and teachers. However, interestingly, much of this research is presented through the lens of the micropolitical theory of organizational politics, while the micropolitics described by Deleuze and Guattari (1987) frames the research about teacher educator becomings. Through a review of the theoretical and empirical literature, important nuances distinguishing these two micropolitical theories are outlined, identifying differences in the relationship understood between the macro- and micropolitics as well as the emphasis placed on either power or desire. Recognizing then a gap in the literature about the micropolitical experience between teacher educators and preservice teachers, the paper ends by delving into the theoretical implications for using these differing theoretical perspectives in future research within the initial teacher education context.
Miranda Mullins
Session A-2: Discovering the Barriers to STEM Opportunities for Rural and Small-Town Students
Abstract: The disciplines of science, technology, engineering, and mathematics (STEM) have experienced problems in producing adequate numbers of graduates to meet workforce needs in these fields (Hall, 2011). Although interest in STEM has increased over the years, the growth is not keeping pace with the overall needs of the labor market. There is research on access to STEM for underrepresented youth and the perceived factors to higher education in STEM among underserved students. There is little attention given to geographically defined areas like rural and small towns. The purpose of the project (program) is to increase access and exposure to STEM for rural and small-town students. Research has shown that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM (Saw & Agger, 2021). Ten middle-level students (6-8 grade) of rural and small-towns will participate in an eight-day summer STEM program. The free program will offer hands-on STEM educational activities to inspire students to pursue STEM-related careers. The program will bring critical thinking, design, science, and engineering concepts to life for students who have never participated in STEM programs before. It hopes to advance access and exposure to students by providing informal STEM experiences outside of school. The program will give students chances to explore, tinker, create and experiment. The research will focus on discovering the barriers to post-secondary opportunities in STEM for the participants. Using narrative inquiry, researchers will conduct semi-structured interviews to generate detailed accounts of the students’ perspectives of STEM education, including their formal and informal experiences with science and mathematics. The data sources for this qualitative study will include interviews, researcher observations, samples of students’ work, pre and post-surveys, and student reflection journals. The major findings of the study will be used as part of an overall dissertation study on STEM career aspirations for rural and small-town students. The results will be written for publication review by their Supervisor.
Session A-2: Discovering the Barriers to STEM Opportunities for Rural and Small-Town Students
Abstract: The disciplines of science, technology, engineering, and mathematics (STEM) have experienced problems in producing adequate numbers of graduates to meet workforce needs in these fields (Hall, 2011). Although interest in STEM has increased over the years, the growth is not keeping pace with the overall needs of the labor market. There is research on access to STEM for underrepresented youth and the perceived factors to higher education in STEM among underserved students. There is little attention given to geographically defined areas like rural and small towns. The purpose of the project (program) is to increase access and exposure to STEM for rural and small-town students. Research has shown that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM (Saw & Agger, 2021). Ten middle-level students (6-8 grade) of rural and small-towns will participate in an eight-day summer STEM program. The free program will offer hands-on STEM educational activities to inspire students to pursue STEM-related careers. The program will bring critical thinking, design, science, and engineering concepts to life for students who have never participated in STEM programs before. It hopes to advance access and exposure to students by providing informal STEM experiences outside of school. The program will give students chances to explore, tinker, create and experiment. The research will focus on discovering the barriers to post-secondary opportunities in STEM for the participants. Using narrative inquiry, researchers will conduct semi-structured interviews to generate detailed accounts of the students’ perspectives of STEM education, including their formal and informal experiences with science and mathematics. The data sources for this qualitative study will include interviews, researcher observations, samples of students’ work, pre and post-surveys, and student reflection journals. The major findings of the study will be used as part of an overall dissertation study on STEM career aspirations for rural and small-town students. The results will be written for publication review by their Supervisor.
Sara Abi Villanueva
Session A-2: Students with Dyslexia and Socio-Emotional Issues: Preliminary Findings of a Literature Review
Abstract: In this presentation, I share the preliminary findings from a literature review about students with dyslexia and emotional well-being. As the world continues facing the emotional toll that comes with COVID-19 and variants, educators need to be aware of the emotional issues students with dyslexia might typically deal with. Considering this, socio-emotional learning (SEL) programs have made their way into classrooms. As necessary as these programs are, they are not a one-size-fits-all solution. Researchers note a caveat when it comes to SEL programs, in that schools must choose “which available interventions fit with the stated preferences of young people, so that provision can be shaped increasingly around what matters to them” (Department of Health, 2015 as cited in Jayman et al., 2019, p. 112). I hope to shed light on the more common emotional issues that students with dyslexia face to help teachers implement better SEL programs and curricula for their students who are coping with the necessary return to remote learning (Hernandez, 2021; Kelly, 2022; Silva & Przybyla, 2022).
Session A-2: Students with Dyslexia and Socio-Emotional Issues: Preliminary Findings of a Literature Review
Abstract: In this presentation, I share the preliminary findings from a literature review about students with dyslexia and emotional well-being. As the world continues facing the emotional toll that comes with COVID-19 and variants, educators need to be aware of the emotional issues students with dyslexia might typically deal with. Considering this, socio-emotional learning (SEL) programs have made their way into classrooms. As necessary as these programs are, they are not a one-size-fits-all solution. Researchers note a caveat when it comes to SEL programs, in that schools must choose “which available interventions fit with the stated preferences of young people, so that provision can be shaped increasingly around what matters to them” (Department of Health, 2015 as cited in Jayman et al., 2019, p. 112). I hope to shed light on the more common emotional issues that students with dyslexia face to help teachers implement better SEL programs and curricula for their students who are coping with the necessary return to remote learning (Hernandez, 2021; Kelly, 2022; Silva & Przybyla, 2022).
Jamie Belinne
Session A-2: Service Learning Through the Lens of John Dewey: Implications for the Moral Imagination and Societal Impact of Business Graduates
Abstract: Accredited university business schools are expected to prepare ethical business leaders who will have a positive impact on society (AACSB, 2020). This proposal reviews how traditional business ethics education has not fully achieved this goal and then promotes using service-learning pedagogy, designed through the lens of John Dewey, to develop the moral imagination and positive societal impact of graduates. Moral imagination and positive societal impact are selected as the targets for study not only because these align with the goals of accredited business schools, but also because there is so little research looking at the long-term impact of service-learning on moral thinking and behavioral choices of business school alumni. The proposed research study uses narrative inquiry to determine how a graduate business school service-learning experience grounded in Deweyan theory sustainably impacts students’ moral imagination and personal choices around their societal impact post-graduation.
Session A-2: Service Learning Through the Lens of John Dewey: Implications for the Moral Imagination and Societal Impact of Business Graduates
Abstract: Accredited university business schools are expected to prepare ethical business leaders who will have a positive impact on society (AACSB, 2020). This proposal reviews how traditional business ethics education has not fully achieved this goal and then promotes using service-learning pedagogy, designed through the lens of John Dewey, to develop the moral imagination and positive societal impact of graduates. Moral imagination and positive societal impact are selected as the targets for study not only because these align with the goals of accredited business schools, but also because there is so little research looking at the long-term impact of service-learning on moral thinking and behavioral choices of business school alumni. The proposed research study uses narrative inquiry to determine how a graduate business school service-learning experience grounded in Deweyan theory sustainably impacts students’ moral imagination and personal choices around their societal impact post-graduation.
Current Issues in Education
Chrissy Eubank
Session B-1: Instructional Coaching as a Transformative Relationship: A Collective Case Study of Novice Teachers Perceptions of the Coaching Relationship and Shifting Classroom Practices
Abstract: Using a multiple case study design, this study examines the perceived value of the instructional coaching relationship to novice teachers, and the significance of the relationship in developing appropriate and valuable opportunities for learning for teachers who generally require unique and targeted professional development. The study analyzes the impact of transformative learning theory in the context of the coaching relationship and explores various coach and teacher relationships as a phenomenon in order to understand how these relationships, in different contexts with participants, can have a profound impact on professional growth opportunities for novice teachers.
Session B-1: Instructional Coaching as a Transformative Relationship: A Collective Case Study of Novice Teachers Perceptions of the Coaching Relationship and Shifting Classroom Practices
Abstract: Using a multiple case study design, this study examines the perceived value of the instructional coaching relationship to novice teachers, and the significance of the relationship in developing appropriate and valuable opportunities for learning for teachers who generally require unique and targeted professional development. The study analyzes the impact of transformative learning theory in the context of the coaching relationship and explores various coach and teacher relationships as a phenomenon in order to understand how these relationships, in different contexts with participants, can have a profound impact on professional growth opportunities for novice teachers.
Feliza Mercado
Session B-1: Exploring International Students Perspectives on Synchronous Online Discussions
Abstract: The experiences and challenges of international students in online synchronous discussions are underexplored. Through phenomenology research design, this proposed study aims to explore the international students’ experiences in online synchronous discussions and how their cultural background influences their learning experience. International graduate students enrolled in online courses at a Southwest university in the United States will be recruited. An in-depth interview will be conducted to gain a deeper understanding of their experiences in online synchronous discussions. Then, inductive coding will be used to analyze the collected data from the participants. As an implication for practice, the findings of this study will benefit educators and instructional designers since it is significant to consider the needs of a culturally diverse student population to establish a culturally inclusive online learning environment.
Session B-1: Exploring International Students Perspectives on Synchronous Online Discussions
Abstract: The experiences and challenges of international students in online synchronous discussions are underexplored. Through phenomenology research design, this proposed study aims to explore the international students’ experiences in online synchronous discussions and how their cultural background influences their learning experience. International graduate students enrolled in online courses at a Southwest university in the United States will be recruited. An in-depth interview will be conducted to gain a deeper understanding of their experiences in online synchronous discussions. Then, inductive coding will be used to analyze the collected data from the participants. As an implication for practice, the findings of this study will benefit educators and instructional designers since it is significant to consider the needs of a culturally diverse student population to establish a culturally inclusive online learning environment.
Johanna Keene, Sara Abi Villanueva, Ryan Eshleman-Robles, and Wenndy Pray
Session B-1: Unlocking Stories to Unlock the Future: Analyzing Narratives of First-Year Ph.D. Students
Abstract: Endeavoring to pursue a Ph.D. is no small task. The process is arduous and lengthy, and many students have a variety of other life responsibilities that interfere with their studies. Considering the demands of a Ph.D. and the responsibilities that the students often have outside of school, it behooves universities to consider ways to best meet the needs of students while still upholding and maintaining a rigorous program of study that produces independent scholars. This study seeks to understand the stories of first-year students at Texas Tech University in the Language, Diversity, and Literacy Studies program to better understand the experiences of these students. Using narrative inquiry (Kim, 2016), we will write individual narratives reflecting on our first semester as students. We will then analyze these narratives for themes that emerge from our stories and discuss them. Our goal is that these themes help us reflect on our journeys thus far and provide insight that helps us continue our degree plans.
Session B-1: Unlocking Stories to Unlock the Future: Analyzing Narratives of First-Year Ph.D. Students
Abstract: Endeavoring to pursue a Ph.D. is no small task. The process is arduous and lengthy, and many students have a variety of other life responsibilities that interfere with their studies. Considering the demands of a Ph.D. and the responsibilities that the students often have outside of school, it behooves universities to consider ways to best meet the needs of students while still upholding and maintaining a rigorous program of study that produces independent scholars. This study seeks to understand the stories of first-year students at Texas Tech University in the Language, Diversity, and Literacy Studies program to better understand the experiences of these students. Using narrative inquiry (Kim, 2016), we will write individual narratives reflecting on our first semester as students. We will then analyze these narratives for themes that emerge from our stories and discuss them. Our goal is that these themes help us reflect on our journeys thus far and provide insight that helps us continue our degree plans.
Crystal Romero-Mueller, Lauren Tenneson, and Terisa O’Dowd
Session B-1: Patterns of Sustaining Progress in P-12 Systems: ‘What is the Magic Formula’?
Abstract: School districts invest huge sums of money annually to purchase materials, programs, and professional learning for the schools and staff in order to develop better student outcomes. Despite the investment, teachers often complain that implementation efforts and those programs of practice erode without a clear plan for long-term sustainability. Research has shown one of the factors that often leads to a disruption in sustaining program implementation is a change in leadership. To help create prolonged usage of high investment tools for teachers and solid student improvement gains, this study examines how reform characteristics and district leadership interacted to affect sustainability of implementation of practice.
Session B-1: Patterns of Sustaining Progress in P-12 Systems: ‘What is the Magic Formula’?
Abstract: School districts invest huge sums of money annually to purchase materials, programs, and professional learning for the schools and staff in order to develop better student outcomes. Despite the investment, teachers often complain that implementation efforts and those programs of practice erode without a clear plan for long-term sustainability. Research has shown one of the factors that often leads to a disruption in sustaining program implementation is a change in leadership. To help create prolonged usage of high investment tools for teachers and solid student improvement gains, this study examines how reform characteristics and district leadership interacted to affect sustainability of implementation of practice.
Qualitative Research in Education
Suzan Yesil
Session B-2: The Role of Parental Involvement in COVID-19 Pandemic Trauma Recovery in Undergraduate University Students
Abstract: This study will explore university students’ perceptions of 1) university students’ COVID-19 trauma experiences, and 2) the effect of parental involvement in university students’ pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.
Session B-2: The Role of Parental Involvement in COVID-19 Pandemic Trauma Recovery in Undergraduate University Students
Abstract: This study will explore university students’ perceptions of 1) university students’ COVID-19 trauma experiences, and 2) the effect of parental involvement in university students’ pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.
Suzan Yesil
Session B-2: The Role of Parental Involvement in COVID-19 Pandemic Trauma Recovery in Undergraduate University Students
Abstract: This study will explore university students’ perceptions of 1) university students’ COVID-19 trauma experiences, and 2) the effect of parental involvement in university students’ pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.
Session B-2: The Role of Parental Involvement in COVID-19 Pandemic Trauma Recovery in Undergraduate University Students
Abstract: This study will explore university students’ perceptions of 1) university students’ COVID-19 trauma experiences, and 2) the effect of parental involvement in university students’ pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.
Lilian Tetteh and Eunice Ohidah
Session B-2: Does the Continuous Spread of COVID-19 Affect the Stress and Anxiety Levels of International Students
Abstract: Inasmuch as internationalization of post-secondary institutions is seen as a conduit to promote diverse campus ecosystems, international students seem to face peculiar challenges in their quest to enjoy international education experience. Over the years, a question that continually begs for answers is whether host universities are offering international students with adequate academic, psychological, and multi-culturally responsive educational experience. The outbreak of the Covid- 19 pandemic, and its continuous spread has posed numerous challenges to school administrators, academics, as well as students from all walks of life. Despite the all-encompassing adverse impact of the pandemic on entire campus environments, international students stand a higher chance of facing higher adverse impacts, given their pre-existing vulnerabilities. In the light of aforementioned, this study adopted an exhaustive approach to examine the lived experiences of international students in the face of the continuous spread of the Covid-19 pandemic. Having observed that pre-existing literature is not loud on the experiences of international students amidst the pandemic situation, this study relied on both quantitative and qualitative approaches to explore the views and real-life experiences of international students who are navigating their academic voyage amidst the unprecedented pandemic situation. Upon analyzing survey data and semi- structured interviews of selected international students, it was evident that international students face a wide variety of challenges, ranging from psychological stress, social isolation, online learning fatigue, and financial distress. The study further revealed that the social isolation practices associated the pandemic situation affects the effectiveness of corporate academic communities, academic collaborations, and it also limits the ability of new international students to fully explore the American culture. Given the findings, I propose that school authorities should adopt innovative pandemic-friendly strategies that can help students to form robust academic and social networks more especially for new international students. Aside from that, school authorities may resort to offering timely counseling services, emotional support, and financial assistance international students in need.
Session B-2: Does the Continuous Spread of COVID-19 Affect the Stress and Anxiety Levels of International Students
Abstract: Inasmuch as internationalization of post-secondary institutions is seen as a conduit to promote diverse campus ecosystems, international students seem to face peculiar challenges in their quest to enjoy international education experience. Over the years, a question that continually begs for answers is whether host universities are offering international students with adequate academic, psychological, and multi-culturally responsive educational experience. The outbreak of the Covid- 19 pandemic, and its continuous spread has posed numerous challenges to school administrators, academics, as well as students from all walks of life. Despite the all-encompassing adverse impact of the pandemic on entire campus environments, international students stand a higher chance of facing higher adverse impacts, given their pre-existing vulnerabilities. In the light of aforementioned, this study adopted an exhaustive approach to examine the lived experiences of international students in the face of the continuous spread of the Covid-19 pandemic. Having observed that pre-existing literature is not loud on the experiences of international students amidst the pandemic situation, this study relied on both quantitative and qualitative approaches to explore the views and real-life experiences of international students who are navigating their academic voyage amidst the unprecedented pandemic situation. Upon analyzing survey data and semi- structured interviews of selected international students, it was evident that international students face a wide variety of challenges, ranging from psychological stress, social isolation, online learning fatigue, and financial distress. The study further revealed that the social isolation practices associated the pandemic situation affects the effectiveness of corporate academic communities, academic collaborations, and it also limits the ability of new international students to fully explore the American culture. Given the findings, I propose that school authorities should adopt innovative pandemic-friendly strategies that can help students to form robust academic and social networks more especially for new international students. Aside from that, school authorities may resort to offering timely counseling services, emotional support, and financial assistance international students in need.
Elizabeth Stewart
Session B-2: An Autoethnography on Exercise Habits and Mindset Using the Apple Watch Series 4
Abstract: The stay-at-home orders resulting from the coronavirus pandemic took an immediate toll my mental health. All of a sudden, I was unable to leave my apartment unless I absolutely had to do so, and I found that having contact with others solely through a screen was extremely difficult. I finally understood how my classmates felt relying on the computer for contact with each other and with our professors, instead of going to campus to find who and what I needed prior to the pandemic. The stay-at-home orders and resulting lack of in-person social interaction, since I live alone, caused my anxiety to rapidly increase.
Exercise has historically assisted me in increasing my ability to concentrate on schoolwork and decreasing my anxiety, and with the stay-at-home orders, I was originally at a loss as to what to do for exercise. I could not visit the campus, and my gym was closed, and at first, I panicked. I had no idea how I would decrease my anxiety without the usage of the treadmill or the elliptical in the gym, or my daily walks between the Commuter West parking lot and the College of Education. Fortunately for my mental health, I began to pay attention to the notifications on my Apple Watch Series 4, GPS capabilities only, shortly after the start of the stay-at-home orders. My iPhone 11, 64 GB, was synched to my Apple Watch during these stay-at-home orders for the pandemic. The constant reminders to stand each hour, coupled with updates on closing all three Activity rings, led to my examination of different forms of exercise available on my Apple Watch.
Session B-2: An Autoethnography on Exercise Habits and Mindset Using the Apple Watch Series 4
Abstract: The stay-at-home orders resulting from the coronavirus pandemic took an immediate toll my mental health. All of a sudden, I was unable to leave my apartment unless I absolutely had to do so, and I found that having contact with others solely through a screen was extremely difficult. I finally understood how my classmates felt relying on the computer for contact with each other and with our professors, instead of going to campus to find who and what I needed prior to the pandemic. The stay-at-home orders and resulting lack of in-person social interaction, since I live alone, caused my anxiety to rapidly increase.
Exercise has historically assisted me in increasing my ability to concentrate on schoolwork and decreasing my anxiety, and with the stay-at-home orders, I was originally at a loss as to what to do for exercise. I could not visit the campus, and my gym was closed, and at first, I panicked. I had no idea how I would decrease my anxiety without the usage of the treadmill or the elliptical in the gym, or my daily walks between the Commuter West parking lot and the College of Education. Fortunately for my mental health, I began to pay attention to the notifications on my Apple Watch Series 4, GPS capabilities only, shortly after the start of the stay-at-home orders. My iPhone 11, 64 GB, was synched to my Apple Watch during these stay-at-home orders for the pandemic. The constant reminders to stand each hour, coupled with updates on closing all three Activity rings, led to my examination of different forms of exercise available on my Apple Watch.
Faculty Bios
Shirley M. Matteson, Ph.D.
Associate Dean for Research and Faculty/Staff Development (ADR), Associate Professor
Curriculum & Instruction
Email: [email protected]
Dr. Shirley M. Matteson is the Associate Dean for Research and Staff/Faculty Development for the College of Education at Texas Tech University and an Associate Professor of Middle Level Education in the Curriculum and Instruction Department. She is also a member of the Teaching Academy at Texas Tech University. Dr. Matteson was a classroom teacher for 27 years. Dr. Matteson has taught methods courses for middle level pre-service mathematics and science teachers, as well as a variety of foundational and qualitative research courses for the College of Education. Dr. Matteson has served in various leadership positions with the Southwest Educational Research Association (SERA) and in 2018 she received the SERA Extended Service Award. Dr. Matteson’s research interests include pre-service teacher pedagogical and content knowledge development and improving in-service teachers’ skills in the teaching of thinking structures and use of pedagogical teaching models. She is interested in mathematical representations and their impact on mathematical fluency and mathematical achievement. Dr. Matteson also has a passion for developing graduate students’ research skills and has frequently collaborated on research projects with master’s and doctoral students. She is a frequent presenter on topics such as three-article dissertation formats, the literature crosswalk, the cognitive load demands of writing tasks, and research ethics for novice researchers.
Associate Dean for Research and Faculty/Staff Development (ADR), Associate Professor
Curriculum & Instruction
Email: [email protected]
Dr. Shirley M. Matteson is the Associate Dean for Research and Staff/Faculty Development for the College of Education at Texas Tech University and an Associate Professor of Middle Level Education in the Curriculum and Instruction Department. She is also a member of the Teaching Academy at Texas Tech University. Dr. Matteson was a classroom teacher for 27 years. Dr. Matteson has taught methods courses for middle level pre-service mathematics and science teachers, as well as a variety of foundational and qualitative research courses for the College of Education. Dr. Matteson has served in various leadership positions with the Southwest Educational Research Association (SERA) and in 2018 she received the SERA Extended Service Award. Dr. Matteson’s research interests include pre-service teacher pedagogical and content knowledge development and improving in-service teachers’ skills in the teaching of thinking structures and use of pedagogical teaching models. She is interested in mathematical representations and their impact on mathematical fluency and mathematical achievement. Dr. Matteson also has a passion for developing graduate students’ research skills and has frequently collaborated on research projects with master’s and doctoral students. She is a frequent presenter on topics such as three-article dissertation formats, the literature crosswalk, the cognitive load demands of writing tasks, and research ethics for novice researchers.
Aaron Samuel Zimmerman, Ph.D.
Assistant Professor, Associate Department Chair
Curriculum & Instruction
Email: [email protected]
Aaron S. Zimmerman is an Assistant Professor of Curriculum Studies and Teacher Education in the Department of Curriculum and Instruction within the College of Education at Texas Tech University. He earned his doctorate in Curriculum, Instruction, and Teacher Education from Michigan State University. His research is focused on exploring meaning within the phenomena of teaching and teacher development. Specifically, he is interested in the tensions involved in the endeavor of learning to teach and the identity development of teacher educators.
Assistant Professor, Associate Department Chair
Curriculum & Instruction
Email: [email protected]
Aaron S. Zimmerman is an Assistant Professor of Curriculum Studies and Teacher Education in the Department of Curriculum and Instruction within the College of Education at Texas Tech University. He earned his doctorate in Curriculum, Instruction, and Teacher Education from Michigan State University. His research is focused on exploring meaning within the phenomena of teaching and teacher development. Specifically, he is interested in the tensions involved in the endeavor of learning to teach and the identity development of teacher educators.
Julie Smit, Ph.D.
Associate Professor
Curriculum & Instruction
Email: [email protected]
Dr. Julie Smit is an assistant professor of Language, Diversity, & Literacy Studies in the Department of Curriculum and Instruction. She is a co-founder of the Llano Estacado Writers’ Alliance (LEWA), an organization committed to promoting meaningful writing as well as sustaining and transforming educators’ identities as agentive writers. For the past two years, Dr. Smit has engaged in presenting and giving workshops at national, regional, and local conferences to promote doctoral students dispositions in becoming successful academic writers and researchers.
Associate Professor
Curriculum & Instruction
Email: [email protected]
Dr. Julie Smit is an assistant professor of Language, Diversity, & Literacy Studies in the Department of Curriculum and Instruction. She is a co-founder of the Llano Estacado Writers’ Alliance (LEWA), an organization committed to promoting meaningful writing as well as sustaining and transforming educators’ identities as agentive writers. For the past two years, Dr. Smit has engaged in presenting and giving workshops at national, regional, and local conferences to promote doctoral students dispositions in becoming successful academic writers and researchers.