Updated Information! SOE will present an Education and Research Practice Symposium, Wednesday, April 7, 2021 at 9:30AM CDT on Zoom
March 24, 2021
The School of Education will present an Education and Research Practice Symposium, Wednesday, April 7, 2021 at 9:30AM CDT on Zoom. Presentations from current SIU students, alumni and keynote presentation by John Warner will be at 12:00PM CDT.
Please contact Dr. Saran Donahoo to register.
Following are links for the presentations and keynote.
Education Research and Practice Symposium
School of Education
April 7, 2021
Presentation Link - https://zoom.us/j/96711828423?pwd=Uy9yaml2Z3c5VjNjUy9HMldiWExkUT09
Quianya Enge - 9:30am-10:00am
First Generation Students “Family Evolvement Workshops”
At SIUC, we recognize and celebrate the significant contributions all first-generation college students bring to our campus. Through your participation in our campus community, you offer fresh perspectives, challenge stereotypes commonly embraced within higher education, and add to the intellectual climate and vibrancy of SIUC. Our programming goal is to connect transitioning Salukis and immediate family members with on and off campus resources that provide academic, financial, and social support. We provide this holistic experience through a series informal session. These sessions allow the opportunity to ask questions and learn more about the services available through cultural as well as gender specific resources.
Mohammadreza Jalaeian - 10:30am-11:10am CST
Applying Video Occlusion Research Method to Guide the Design of a Perceptual–Cognitive Training Program for Law Enforcement Officers
This line of research involves the use of a novel approach that focuses on investigating design and development of systematic design of instruction–type training programs that can accelerate expertise of law enforcement officers. The methodology can be extended into other domains such as medicine, military, aviation, and business and create training programs that are cheap, fast, easy, and flexible for professionals.
David Iacono -11:15am-11:55am
Run (WIC.exe) is a proposal by David Iacono which calls for creation of programming and mentorship for women of color in the fields of computing here at Southern Illinois University. Through these events and mentorship, the proposal aims to create an inclusive environment in the field often dominated by men. In addition, this proposal attempts to shine a light on the issues facing women of color, while providing them resources and methods to help them succeed in their career here at SIU and beyond.
Keynote: Mr. John Warner 12-1pm
Title – Using Community to Build the Sustainable Institution
Mr. Warner is a career-long contingent faculty member who has taught writing at several major U.S. universities, and he is a writer, editor, public intellectual, and columnist. You may be familiar with his blog, Just Visiting, published by Inside Higher Ed’s online news site. His most recent book is Sustainable. Resilient Free. The Future of Public Higher Education (I highly recommend it). The theme of Warner’s talk resonates with my strategic priority that focuses on community engagement (one of the best ways to ensure that we remain a vibrant publicly-supported institution).
Keynote Link - https://zoom.us/j/91538137158?pwd=MFBYbjNYeFNweC9aZWZwREx6SkpjQT09
Reginald Ziedzor - 1:15pm-1:45pm
The dynamic structural equation modeling (DSEM) approach incorporates multilevel, Bayesian, and traditional SEM to model the dynamic relationship between observed and latent variables. Hamiltonian Monte Carlo (HMC) algorithm avoids the random walk process used by Metropolis Hastings and Gibbs Sampling algorithms for sampling from the parameter space of the posterior distribution, making it generally more efficient. The goal of this research paper is to determine the minimum sample size a weakly informative prior needs to accurately recover the DSEM parameters using the advanced dynamic HMC algorithm of Stan.
Marina Paula Carreira Rolim - 2-2:45pm
Dialogic Peer Feedback to Promote ELL’s Academic Writing
This case study aims to understand English learners’ knowledge of academic writing based on their participation in dialogic peer feedback workshops. The participants from China, Japan, and Colombia enrolled in ESL classes at a Midwestern US university to enhance their English and succeed in higher education. Qualitative data include interviews, students’ first and final drafts, and classroom observations. Partial thematic and content analyses of the findings have suggested that through dialogic peer feedback, participants developed an insight of writing as a process, audience awareness, and challenges in their literacy engagement. The study has indicated that dialogic instruction can optimize classroom opportunities for learners to build knowledge of rhetorical and process writing.