Welcome to Building a Research Community Day!
The School of Education & Health Sciences invites you to join us for the 10th Annual Building a Research Community Day!
As Marianists, “we affirm a commitment to the common search for truth, to the dignity of the human person, and to the sacramental nature of creation. These basic commitments support the most fundamental work of a university: the collaborative efforts of teachers and students to understand and improve the world, the solitary but deeply communal enterprise of the researcher dedicated to exploring the boundaries of what is and can be known.” —Characteristics of Marianist Universities, 1999, p. 12.
New Panel Discussion! New Presentations! New Food!
Friday, October 25, from 8:30 a.m. – 5:00 p.m.
Chaminade Hall, Room 102
SEHS faculty and their co-presenters may sign up to present their research. SEHS faculty, graduate school personnel and Ph.D. in Educational Leadership students may attend. Please, mark the date on your calendar, and plan to attend!
Present your current research project or your ideas for research. We promise there will be a productive and lively discussion of your scholarship!
All faculty’s submissions are automatically accepted for presentation.
Please prepare a brief description (abstract) of your research. These abstracts will be printed and distributed electronically (prior to BRC Day) and on paper (during BRC Day).
Please RSVP under the RSVP tab.
Get answers to frequently asked questions.
What is a research community?
A faculty who commonly share a strong value for education inquiry.
A faculty who support one another in their research pursuits.
A faculty that combines their energies to move forward service to our constituents in research-based ways.
Why should I build a research community?
We're Marianists! Community is what we model for our students! Each of us is part of our community; and each of us is valued as as researcher. If only some of us are builders, then we're all in a weaker research culture than we could be if we join together.
Why should I attend building a research community day?
Amaze yourself! You know you want to publish! A few hours on just one day will inspire you to finish that manuscript, to enter that data from your class into SPSS and run the stats, to call your buddy and talk about a co-authorship, or to devote five or six hours a week between now and Christmas to struggle with a research question that excites you!
And even if it doesn't do any of this, what your SEHS colleagues are producing will blow your mind!
Do I need to attend the entire day?
It would be great if you could, but please, come and go as your schedule allows.
What is the schedule?
A schedule will be posted closer to the day of the event, after all presenters have submitted their research topics.
Participating Faculty Researchers
Moderator: Carolyn Ridenour
Kevin R. Kelly
9:00 Methodology of Mapping Noteworthy Students’ Careers
Patrick Corrigan and Peter Titlebaum
Many professionals don’t know where to start when it comes to the student career development process. The presentation will aid in the advancement of students that range from undergraduate through graduate school and into their first five years of professional employment.
9:20 The Center for Early Learning Initiatives: Opportunities for Collaboration
The Center for Early Learning Initiatives was created to provide an organizational structure and focus for the Bombeck Family Learning Center and initiatives related to young children and families. This session will provide an overview of projects that are supported by the Center for Early Learning Initiatives including:
- The Family Engagement Collaborative of the Miami Valley
- The Technology in Early Childhood Classrooms Professional Development Project
- A Community Approach to School Readiness
- The ACCESS Curriculum Field Test
- The Executive Function Study Group
9:40 Habits/Attitudes That Help Maintain Forgiveness
Alan Demmitt and Alexandra Hall
There has been extensive research on the positive benefits the act of forgiveness has on the forgiver’s physical and emotional health. In addition, the stages of forgiveness have received a great deal of attention. This research focuses on individuals who have successfully forgiven another and what these individuals do in order to maintain that forgiveness.
10:00 Behind the Veil: Cultural Issues in Educating a Growing International Group
Cultural aspects of the growing presence of Saudi students on American campuses and how faculty and administrators can best serve them warranted this continued line of research. Findings unveiled essential information about this new student group. Their expectations, challenges, and adjustment factors as related to advising, teaching, and success are discussed to provide applicable guidelines for dealing with this special group of international students. Audience participation drawing upon experiences is expected to enrich the discussion with various viewpoints. Future research endeavors are also discussed.
Moderator: Molly Schaller
10:40 The Relationship Between Core Strength and Lower Extremity Function and Performance After Anterior Cruciate Ligament Reconstruction
Joaquin Barrios and Laura Schemenauer
Anterior cruciate ligament (ACL) rupture is a common injury among young athletes. It has been reported that approximately 45% of individuals who sustain an ACL rupture experience premature knee osteoarthritis (OA) within 10 years of the injury (Butler et al, 2008). The development of OA in these young and active patients can have a devastating effect on their quality of life and level of activity. Current evidence suggests that decreased core stability may predispose to injury and that appropriate training may reduce injury (Wilson 2005). However, few studies have examined the relationship between core strength and lower extremity movement patterns. The ultimate purpose of this study was to assess if core strength measures and lower extremity mechanics were altered in individuals with a history of ACL reconstruction. The global goal of the work is to explore post-operative status of individuals with a history of ACL reconstruction in terms of movement and strength.
20 control and 20 experimental participants completed a Tegner-Lysholm activity level scale prior to the study. Hip strength and core strength were measured on instrumented dynamometers and the McGill testing battery was administered. 3D motion analysis capture was conducted on each subject for a walking and a single-limb landing task to analyze joint mechanics.
There are many factors that affect the development of early OA following ACL rupture, but the external knee adduction moment (KAM) seems to have a strong impact. The external KAM has been shown to be increased following ACL reconstruction surgery (Webster et al, 2011) and research has shown that people with knee OA have greater knee adduction moments during gait than controls (Balinuas et al, 2002). We expect that residual or underlying weaknesses may be observed in the experimental group, and that these weaknesses may influence their movement patterns. We also expect that the greater demands of the landing task relative to the walking task may expose weaknesses to a greater degree.
11:00 Traumatic Brain Injuries in High School and College Students
The transition from high school to college or employment is difficult for most adolescents, particularly those who have sustained traumatic brain injuries (TBIs). Dr. Davies will discuss her research projects related to service coordination, independent living, and post-secondary education for students who have sustained mild to moderate TBIs. The goal of the research is to help high school and university personnel more effectively recognize and respond to students who have sustained TBIs.
11:20 Implementing an Informative Evaluation for a Local Urban Gardening Project
Diana Cuy Castellanos
Urban gardening is currently being incorporated into communities around the US and globe as a means to address fresh food accessibility in different populations. The Mission of Mary is an organization in East Dayton that has implemented a urban gardening; however, the mission has not evaluated the process or outcomes of the project. Currently, the University of Dayton and the Mission of Mary are working together to complete a process evaluation to inform future project development and implementation. Phenomonology qualitative inquiry will be used to identify different aspects of the urban gardening project that need to be changed or implemented to obtain desired outcomes.
11:40 Health and Sport Science Community Physical Activity Programs
Gerry J. Gallo
Service Learning Through Physical Activity
This presentation offers an overview of the service learning opportunities provided through the Department of Health and Sport Science Community Physical Activity programs.
Fitness, Friendship and Fun Program
The Fitness, Friendship and Fun program involves first-year HSS students providing service in the form of personal fitness training to local school children. Each child in the program wears a pedometer in order to track the number of steps taken during scheduled activity session while being actively engaged in various modes of physical activity including; plyometrics, resistance training, medicine ball training, cardiovascular endurance activities and stretching. Students become mentors and role models for these children while teaching them the benefits of healthy, active living.
Adapted Physical Activity Program
The Adapted Physical Activity program provides children with exceptionalities from the Dayton community with quality, Adapted Physical Education in the form of assessment, prescription, and activity, while also providing UD students with valuable training and experience in working with the Special Needs population.
Introductions: Corrine Daprano or Harold Merriman
12:00 Lunch Buffet and Panel Discussion
Carolyn Ridenour, Joseph Watras, Peter Titlebaum, Kevin R. Kelly
Advancing to Professor Rank in the School of Education and Health Sciences
Moderator: Harold Merriman
1:00 For Which Indicator of Student Achievement Does Resource Allocation Matter?
Barbara M. De Luca, Steven A. Hinshaw and David A. Dolph
Much past research has investigated the relationship between student achievement and financial resources. These studies have focused primarily on the financial resources variable while little attention has been directed toward the indicator of student achievement. Therefore, the question remains: What financial resources are associated with the different student achievement indicators used at the district level for public K-12 school districts? The current study sought to determine which student achievement measure is predicted most accurately by the current distribution pattern of school district funds. Logistic regression was used to predict student academic performance for value-added, a dichotomous, categorical measure. Multiple regression was used to predict student academic performance for the performance index score and standards met, both continuous measures. The five predictor variables for all analyses were the percent of each district’s operating budget expended on 1) classroom instruction, 2) administration, 3) student support services, 4) staff support services, and 5) building operation and maintenance. The research question was: Which student achievement measure (performance index score, standards met, value-added) is most accurately predicted by the five predictor variables identified above?
1:20 Arete and Agon in the Life and Times of Major League Umpire Bill Kinnamon: The Man for Whom the Game Always Mattered Most – (Part II)
George M. De Marco
Viewed via the ancient Greek virtues, Arete and Agon, the purpose of this study is to describe and interpret the life and times of the late William “Bill” Kinnamon, an American League Umpire from 1960-1969; and a teacher of umpires, whose influence on baseball continues to resound into the 21st century.
From the time a crippling injury ended his on-field career in June of 1969, until his death in 2011, Kinnamon was known not only as the man behind plate at Yankee Stadium on October 1st, 1961, when Roger Maris hit his 61st home run to break Babe Ruth's historic record, but also as an extraordinarily talented and dedicated teacher of umpires. As an instructor at the Al Somers Umpire School in Daytona Beach in the 1960s; Chief Instructor for baseball’s original Umpire Development Program, and subsequently as the owner-operator of his own schools in St. Petersburg, FLA and San Bernadino, CA (1970s-1980s), Bill Kinnamon influenced baseball -- and the men who officiate it -- at all levels in ways profound and immeasurable.
The modern day embodiment of ancient Greek Arete and Agon, Bill’s deep and abiding modesty, unassailable integrity, unique athleticism, perseverance through pain, as well as his expansive knowledge of the rules, love of- and respect for game, and folksy sense of humor impacted the lives of many a young man, including the author, who worked under his direction during one memorable minor league season in 1974. Guided by a modified-life history approach, research for this investigation (which is a work-in-progress) is utilizing an array of primary sources, including personal narrative; interviews with family members, former students and current major league umpires, retired players; news media, photographs, and video, all of which is intended to bring Bill -- "for whom the game always mattered most" -- back to life so all may learn anew from his legacy of integrity, vitality, longevity, and stellar service to America's pastime.
1:40 Self-Portraiture: A Vehicle for Understanding Student Development and Learning
Michele M. Welkener
More diverse approaches are needed for understanding how students’ complex identities, relationships, and epistemologies shape their experience and learning. Self-portraiture, a method developed by the presenter, provides a new form of narrative that has the potential to add value to the student development and learning literature. During this session, the presenter will discuss the method and share a sample self-portrait created by a student participant in a study conducted by Welkener and Baxter Magolda (in press, 2014).
Moderator: Carolyn Ridenour
2:00 The Praeger Handbook of Faith-Based Schools in the United States, K-12
The book is divided into 2 sections. One section discusses issues these schools deal with, such as federal and state Supreme Court decisions, school choice, government regulations, and religious outcomes. The second section addresses the schools of 30 major faith groups and the associations that support them, including Catholic, Islamic, Jewish, Orthodox, and Protestant. The book deals with the approximately 4.4 million youngsters who attend faith-based schools in the US and the approximate 1.5 million who receive faith-based homeschooling.
Hear what past participants have to say.
"Building a Research Community Day is an excellent way for faculty members in the School of Education and Health Sciences to learn about interesting projects underway in our own school. It facilitates our scholarly conversation, community spirit, and cross-department research collaboration."
Susan Davies, Ed.D., NCSP
Associate Professor, Department of Counselor Education and Human Services
Coordinator, School Psychology Program
University of Dayton
"Participating in Building a Research Community Day has been great experience for me and my students. It has been a great springboard for developing my scholarship, gaining feedback and providing the environment for academic exploration."
Peter J. Titlebaum, Ed. D.
Professor, Department of Health and Sport Science
Coordinator, Sport Management Program
University of Dayton
Let us know you're coming!
Please send your abstract to Nancy Crouchley at firstname.lastname@example.org by Monday, October 14, 2013.
Also please tell Nancy what times you cannot present on October 25, and what technology you will need. Include your RSVP for the buffet lunch, served around noon.