Dissertation Completion Grants

Robby Anggriawan

School of Teaching & Learning
Dissertation Committee Chair:  Dr. Erin Mikulec

This research delves into the transformative potential of the pedagogy of play in addressing the educational needs of international students. Recognizing play as a universal language, the study explores its profound impact on fostering holistic development and cultural integration. The theoretical underpinnings of the pedagogy of play draw from key educational theorists, emphasizing its ability to transcend linguistic and cultural barriers.

The paper underscores the significance of play-based strategies in creating inclusive and engaging learning environments suitable for the diverse backgrounds of international students. By integrating play into educational practices, educators can unlock avenues for social, cognitive, and emotional growth, promoting a more comprehensive development approach.

Building on interdisciplinary research, the study examines the cognitive and socio-cultural benefits of play for international students. It sheds light on how play contributes to language acquisition, enhances problem-solving skills, and facilitates intercultural communication. These insights emphasize the multifaceted role of play in enriching the educational experience of international students beyond conventional teaching methods.

To bridge the gap between theory and practice, the paper outlines practical strategies for educators to implement play-based learning activities. Recognizing the unique challenges faced by international students, these strategies aim to create a supportive and culturally responsive educational environment. From incorporating cultural elements into play activities to designing collaborative projects, these methods cater to the diverse needs of a globalized student population.

Ultimately, the research positions the pedagogy of play as a transformative approach that extends beyond academic outcomes. It serves as a catalyst for cross-cultural understanding and collaboration in the context of an increasingly globalized educational landscape. By embracing the universal language of play, educators have the opportunity to not only enhance learning but also cultivate a sense of community and shared experience among international students, contributing to their success in a multicultural world.

Austin Calhoun

School of Biological Sciences
Dissertation Committee Chair: Dr. Ben Sadd

Declines in range and abundance of multiple North American bumblebees (Bombus spp.) are alarming for economic and ecological reasons, but studies have yet to identify causative agents. While most empirical studies utilize non-declining species, there is uncertainty in extrapolating conclusions toward distantly related bumblebee species in decline. Considering the invaluable role that bumblebees play for plant communities and agriculture, accurate assessment of stressors implicated in their decline are critical, but require species comparative approaches. Using wild-caught colonies of declining and non-declining bumble bee species, my final dissertation chapter remedies these research uncertainties and addresses a potential stressor at the forefront of Bombus spp. decline: novel emerging infectious diseases (EIDs) from viral spillover . Using a honey bee-originating virus (Israeli Acute Paralysis Virus: IAPV) capable of spilling over into wild bee communities, I have successfully experimentally infected bees in laboratory experiments to assess A) how resistance to infection compares for declining and non-declining species and B) observe viral infection effects on gut microbiota and health. While viral quantification and microbiota community composition assessments are still ongoing, the proposed work will prove invaluable for imperiled pollinator protection and provide critical information as to the potential mechanisms underlying native pollinator decline.

Emily Jasinski

Department of Psychology
Dissertation Committee Chair: Dr. Karla Doepke

Children on the autism spectrum experience greater emotional dysregulation than their neurotypical peers. Therefore, it is essential to teach children on the autism spectrum and their caregivers emotion regulation strategies. Currently, there is limited research on emotion regulation social skills group interventions that are easily accessible to autistic children and their caregivers. The research that exists primarily describes emotion regulation interventions that are expensive and done in individual settings. The purpose of this study is to create a social skills group emotion regulation intervention that is more accessible for children on the spectrum and their caregivers. Autistic children ages 7 through 11 and their caregivers will be recruited to participate in the study. Methods that will be used in the study include dialectical behavior therapy, cognitive behavioral therapy, video modeling, and explicit teaching. It is hypothesized that this social skills group intervention will reduce emotion dysregulation in autistic children and reduce the stress experienced by their caregivers.

Kierra Peterson

Department of Psychology
Dissertation Committee Chair: Dr. Brea Banks

Microaggressions are brief, everyday derogatory interactions in the form of subtle insults, gestures, or slights (Sue et al., 2007). Microaggressions can be either intentional or unintentional interactions that spew harmful messages to individuals from marginalized backgrounds. Previous research suggests that exposure to microaggressions directly results in psychological and physiological distress. Hwang (2019) recently conducted a study where meditation was proven to be a successful intervention for microaggressions. As part of the current study, I will assess the impact of meditation—using the CALM app—on psychological stress (anxiety) and physiological responses (heart rate) in Black women who are exposed to racial-gendered microaggressions. I will use the State Trait Anxiety Inventory to examine psychological distress (Spielberger et al., 1970) and Fitbits will be used to measure physiological distress (Chalmers et al., 2021). I will use 2x2 experimental design, as participants will be randomly assigned to one of four conditions. I hypothesize that the experimental group will have higher reports of psychological and physiological distress after being exposed to microaggressions; however, the experimental group that undergoes mindfulness meditation will see a decrease in physiological and psychological stress. This study may help Black women to identify meditation as a successful intervention for coping with microaggressions.

Bianca Sierra

Department of Psychology
Dissertation Committee Chair: Dr. Brea Banks

Microaggressions are subtle, often unintentional acts or comments that discriminate an individual's identity. Mexican American people living in the United States may adopt Americanized values through generations, and Mexican American youth may attempt to validate their ethnic identity to fit in and belong within the Mexican community. One form of validation may be through their Spanish skills and when this validation is not received, it may have detrimental consequences. Using survey-based methods I will examine exposure to Spanish-speaking microaggressions as mediator on the relation between perceived Spanish skills and ethnic centrality and belonging to Mexican American culture. I predict that exposure to these microaggressions will be associated with lower ratings of confidence, ethnic centrality, and belonging. More specifically, I predict that confidence in Spanish skills will surface as a significant mediator on the relation between exposure to microaggressions and ethnic centrality and belonging.

Karon Stewart

Department of Mathematics
Dissertation Committee Chairs: Dr. Edward Mooney & Dr. Amanda Cullen

Much of the research on African American girls in mathematics learning spaces focuses on the achievement gap, their underrepresentation in advanced mathematics courses, or barriers to their success. In my dissertation study, I want to highlight “successful” African American girls to learn about their experiences, challenges, and successes in mathematics. I will conduct individual interviews with 6-10 cisgender girls who identify as Black or African American and have recently participated in advanced placement high school mathematics classes. I will be using a modified version of McAdams’ Life Story Narrative Interview Protocol to collect and analyze each participant’s life story narrative for mathematics. By taking an asset-based approach, my research has the potential to inform the creation of more equitable and empowering learning environments for African American girls in mathematics education.