TO INFORM THEORY AND TRANSFORM PRACTICE

COLLEGE OF EDUCATIONCOLLEGE OF GRADUATE STUDIESRESEARCH, COMMERCIALIZATION

AND OUTREACH

March 5, 2016Texas A&M University-Corpus Christi

ENGAGING CULTURE& ELEVATING DISCIPLINED INQUIRYTO INFORM THEORY AND TRANSFORM PRACTICE

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WELCOME

CEU certificates

Opening Remarks

Keynote Introduction

Conference photos

As part of our affiliation with the Carnegie Project on the Education Doctorate (CPED), the Education-al Leadership Doctorate Program proudly hosts this scholarly summit, which is grounded in CPED principles. As such, this conference provides a forum for scholars to share original research for school improvement, leadership, higher education, and the advancement of inquiry.

In addition, this conference aims to strengthen connections between university faculty, educational practitioners, and community leaders for the purpose of facilitating change within PK-12 and higher education entities in the Coastal Bend and beyond. More specifically, the conference aims to do that by having sessions and dialogue around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. Moreover, the student showcase will be another oppor-tunity for students to demonstrate how they generate knowledge. It is the hope of EDLD faculty and students that what is learned at the conference will help transform professional knowledge and practice.

Dr. Israel AguilarChair, Engaging Culture & Elevating Disciplined Inquiry Conference

If you requested a CEU certificate, please make sure to sign in when you check in. Certificates will be available beginning at 3 pm at the check-in table.

• Dr. JoAnn Canales, Dean, College of Graduate Studies, Texas A&M University-Corpus Christi• Dr. Arthur Hernandez, Dean, College of Education, Texas A&M University-Corpus Christi• Dr. Randall Bowden, Associate Professor, Texas A&M University-Corpus Christi

• Dr. Elsa Gonzalez, Assistant Professor, Texas A&M University-Corpus Christi

Visit education.tamucc.edu (click the flickr icon). Email your photos to share to coe@tamucc.edu.

Thank you to the following faculty members for delivering opening remarks:

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Restrooms

Curlew parking lot

Picnic area

Poster sessions

Check-in

Elevator

Keynotesessions

Lunchsession

Breakfast & lunch

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CENTER FOR INSTRUCTION map

The Center for Instruction is Building 3 on the Campus Map: https://www.tamucc.edu/about/campusmap.html

Texas A&M University-Corpus Christi6300 Ocean Dr.Corpus Christi, TX 78412

ENGAGING CULTURE & ELEVATING DISCIPLINED INQUIRY • March 5, 2016

SCHEDULE at a glance

10:30 −11:10 am: BREAKOUT SESSIONS (15 minutes, plus 5 minutes Q&A, per presentation)

9:00 −10:30 am: KEYNOTE

7:45 − 8:45 am: CHECK IN AND CONTINENTAL BREAKFAST

8:45 − 9:00 am: WELCOME

Establishing, growing, and sustaining a university and public school partnership

Platicando, ayudando, y guiando nuestras hermanas (talking, helping, guiding our sisters): A cross-case analysis of Latina senior level administrators mentoring Latinas aspiring for student a�airs positions

Does discourse make a di�erence? E�ects of read-alouds and discussion groups

The use of phenomenology to investigate topics of interest to educators: An example of distance education students’ lived experiences of caring and non-caring faculty

Success cases of Latina students in STEM �elds in Texas, why not?

ENGAGING CULTURE & ELEVATING DISCIPLINED INQUIRY • March 5, 2016

JoAnn Canales, Dean, College of Graduate Studies & Arthur Hernandez, Dean, COEHD

Building leadership capacity

Latina/os in academia: Abriendo puertas, cerrando heridas

Assessing the link between technology skills and academic achievement: A canoncial analysis

Striving to increase student retention: best practices to improve student engagement & success

Instructional design for international audiences

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Check in; sign-in sheet for those who requested CEUs; breakfast available in 113Lobby

Fred Bonner: Building on resilience: Minority male achievement across the P-20 pipeline

Yvonna Lincoln: From �ndings to policy: Meta-analytic strategies for cumulating qualitative data

12:00 − 1:30 pm: LUNCH

Using qualitative research in a school-university partnership: Assessing pre-service teachers’ content knowledge, self-e�cacy, and percep-tions of nature of science

Parent involvement for school improvement

Engaging transgender culture: Transcend(ing) qualitative inquiry

A call to conscience and advocacy: The relationship between police, gun violence, and male marginalized populations

Bilingual educators and administrators as advocates: A teacher’s guide to the DACA and immigration policy

Using inquiry to enhance learning by users of augmented reality apps

Encouraging persistence among social justice leaders

Qualitative research as a vehicle for social justice

Critical and legal issues for administrators and teachers of English language learners

Examining intercultural competency through the experiences of three adult educators living and working in Turkey

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Boxed lunches will be available in room 113 beginning at noon. Feel free to join the following lunch session, or eat in any open room or the courtyard picnic area: - Educational Administration & Educational Leadership Program Information Session

11:20 am − 12:00 pm: BREAKOUT SESSIONS (15 minutes, plus 5 minutes Q&A, per presentation)

1:30 − 3:00 pm: KEYNOTE

3:00 − 4:00 pm: POSTER SESSIONS & COFFEE138

Hall Students will showcase their current research in the lobby area. CEU certi�cates available for pickup.

Dr. Fred A. Bonner II is a professor and endowed chair of educational leader-ship and counseling at Prairie View A&M University. Dr. Bonner was awarded an endowed chair and given his own center that will focus on helping to advance the

status of minority populations across P-20 education and workplace contexts. Formerly, Bonner was the Samuel DeWitt Proctor Endowed Chair in Education at the Graduate School of Education at Rutgers, The State University of New Jersey and an esteemed expert in the field of diversity in educa-tion. Prior to joining Rutgers, he was Professor of Higher Education Administration and Dean of Faculties at Texas A&M University-College Station. He earned a B.A. in chemistry from the University of North Texas, an M.S. Ed. in curriculum and instruction from Baylor University, and

an Ed.D. in higher education administration & college teaching from the University of Arkansas. Bonner received numerous awards, including the American Association for Higher Education Black Cau-cus Dissertation Award and the Educational Leader-ship, Counseling and Foundation’s Dissertation of the Year Award from the University of Arkansas College of Education. His work has been featured nationally and internationally. In addition to multiple peer-reviewed publications, his latest projects consist of several edited and co-ed-ited books: Building on Resilience: Models and frame-works of Black male success across the P-20 pipeline; Black faculty in the academy: Narratives for negotiating identity and achieving career success; and most recent-ly, Priorities of the professoriate: Engaging multiple forms of scholarship across rural and urban institutions.

9:00 – 10:30 am

1:30 – 3:00 pm

KEYNOTE SPEAKERS

Dr. Fred Bonner

Dr. Yvonna S. Lincoln is Ruth Harrington Chair of Educational Leadership and dis-tinguished professor of higher education at Texas A&M University, where she also serves as program chair for the higher education program area and associate department head.

She is the co-editor, with Norman K. Denzin, of the journal Qualitative Inquiry, and of the 1st, 2nd, 3rd 4th, and soon to be 5th editions of the Sage Handbook of Qualitative Inquiry, and the Handbook of Critical and Indigenous Methodologies. As well, she is the co-author, editor or co-editor of more than a half dozen other books and volumes. She has served as the president of the Association for the Study of Higher Education and the American Evaluation Association, and as the vice president for Division J (Postsecondary Education) for

the American Educational Research Association. She has been awarded the Sidney Suslow Award for con-tributions to evaluation theory (Association for Institu-tional Research), the Howard Bowen Award for lifelong professional contributions to higher education (Asso-ciation for the Study of Higher Education), the Lifetime Achievement Award from the International Congress on Qualitative Inquiry, and a Presidential Citation from the American Educational Research Association. Lincoln is the author or co-author of more than 100 chapters and journal articles on aspects of higher education or qualitative research methods and meth-odologies. Her research interests include development of qualitative methods and methodologies, the status and future of research libraries, and the impact of the assemblage of neoliberalism, globalization and corpo-ratization on western higher education.

Dr. Yvonna Lincoln

BREAKOUT SESSIONS in detail

10:30 – 11:10 am

Establishing, growing, and sustaining a university and public school partnershipBethanie C. Pletcher, Texas A&M University-Corpus Christi & Kim Alamo, Ingleside Independent School DistrictCollect strategies for forming and sustaining partnerships and recruiting university students to volunteer in local schools through this presentation, based on an effective school-university partnership. Learn ways in which this type of positive relationship can benefit the school, university, and pre-service teachers involved.

Building leadership capacityDr. Rafael Silva & Dr. Roland Quezada, Corpus Christi Independent School DistrictExplore ways in which all stakeholders of the K-12 education community play significant roles in building leadership capacity. The session will focus on strategies that will enable principals and aspiring principals to increase their leadership abilities. Presenters will share proven strategies that have resulted in positive results.

Platicando, ayudando, y guiando nuestras hermanas (talking, helping, guiding our sisters): A cross-case analysis of Latina senior level administrators mentoring Latinas aspiring for student affairs positionsMs. Lisa O. Perez & Dr. Lynn Hemmer, Texas A&M University- Corpus ChristiThe lack of Latinas in senior level administrative positions in institutes of higher education, especially in student affairs divisions, is well documented. Explore the mentoring experiences of those Latinas who do serve in or aspire to upper level administrative positions, through examination of a qualitative cross case study using ethnographic methods.

Latina/os in academia: Abriendo puertas, cerrando heridasDr. Frank Hernandez, University of Texas of the Permian Basin & Elizabeth Murakami, Texas A&M University-San AntonioWith an effort of strengthening a culturally-relevant path for qualitative inquiry, the scholars in this session revisit the significance of engaging marginalized populations in the forefront of research. Centering on testimonios as a methodology that allows for pedagogical and political capital in the research of Latinas/os, this session provides testimonios of Latina/o faculty, administrators, and doctoral students in colleges of education.

Does discourse make a difference? Examining the effects of read-alouds and discussion groups on fourth-grade students’ critical response to issues of social ethicsMs. Leah Bryars, Texas A&M University-Corpus ChristiLearn about a study that examined the effects of discussion on students’ critical responses to themes of social justice and ethics as they are presented in children’s literature.

Assessing the link between technology skills and academic achievement: A canoncial analysisDr. Rey Saenz, Calallen ISDLearn about a study testing the hypothesis that academic achievement in mathematics, reading, sci-ence, and social studies is correlated with technology performance skills. It was concluded that academic achievement is a better predictor of technology skills than the vice versa.

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ROOM PRESENTATION

10:30 – 11:10 am, continued

11:20 am – 12:00 pm

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The use of phenomenology to investigate topics of interest to educators: An example of distance education students’ lived experiences of caring and non-caring facultyDr. Deborah S. Flournoy, Texas A&M University-Corpus ChristiExplore the qualitative method of phenomenological inquiry, and particularly, Colaizzi’s method of phenomenological analysis. This presentation will discuss a recently completed inquiry focusing on students’ lived experience of caring and non-caring from graduate faculty in the Family Nurse Practitioner program at TAMU-CC. Using phenomenology in a practical way in the classroom will be explored.

Striving to increase student retention: Best practices to improve student engagement & success Ms. Jennifer L. Simpson, Texas A&M University-Corpus ChristiGain insight on instructional strategies that have proven effective in improving student retention in First-Year Seminar programs by building a stronger connection between students and their instruc-tors. These strategies can be easily adapted for any themed learning community or topic. Discuss and practice some techniques in this session.

Success cases of Latina students in STEM fields in Texas, why not?Ms. Joenie Jo Guerra Myers & Dr. Elsa Gonzalez, Texas A&M University-Corpus ChristiExplore retention and persistence for Latina students in the STEM fields in Texas through this study guided by resilience theory. This study aims to contribute to the literature on Latinas in the STEM field in higher education as there is limited information available.

Instructional design for international audiencesDr. Lauren Cifuentes: Director, Distance Education, Texas A&M University-Corpus ChristiIn this interactive presentation/workshop, generate a rationale for considering culture when commu-nicating and be able to name general characteristics of a target audience that are important to consid-er when developing instruction. Research-based communication stumbling blocks, cultural variables, and cultural models will be discussed.

Using qualitative research in a school-university partnership: Assessing pre-service teachers’ content knowledge, self-efficacy, and perceptions of nature of scienceDr. Tonya Jeffery, Dr. Cherie McCollough, & Ms. Kim Moore, Texas A&M University-Corpus Christi Learn about an innovative school-university partnership involving collaboration and shared com-mitment to STEM excellence among TAMU-CC and Corpus Christi Independent School District. This $1.5M, 3-year National Science Foundation funded initiative includes on-site, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a majority Hispanic population of students.

Using inquiry to enhance learning by users of augmented reality apps Dr. April A. T. Conkey, Caesar Kleberg Wildlife Research Institute and Department of Animal, Rangeland, and Wildlife Sciences, & Dr. Mary E. Green, Texas A&M University-Kingsville Augmented reality apps have the potential to supplement signage and enhance learning at museums and other places of learning; however, the educational value behind the eye-catching visuals has not always been thoroughly tested. Examine the findings of this quantitative study, which found a statisti-cally significant relationship between the use of inquiry-based apps and knowledge retention.

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11:20 am – 12:00 pm, continued

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Parent involvement for school improvementMr. Mark Carbajal, Texas A&M University-Corpus ChristiFind strategies that work in reaching out to secondary students in need. Explore research findings, including that certain types of parental involvement described as “academic socialization” are critical to the success of an adolescent student during their secondary school experience. This presentation will illuminate several suggested alternatives that the author has experienced firsthand.

Encouraging persistence among social justice leadersDr. Phyllis M. Robertson, Texas A&M University-Corpus Christi & Dr. Patricia L. Guerra, Texas State UniversityEngage in a discussion of barriers leaders face in preparing to address issues of diversity and social jus-tice, and the ways in which programs currently prepare aspiring leaders for these realities. Gain strate-gies for preparing aspiring leaders for these realities and guiding and supporting them in recognizing the power of their individual efforts, as well as strategies for increasing persistence.

Engaging transgender culture: Transcend(ing) qualitative inquiryMs. Susan Croteau, Ms. Katherine Lewis, & Dr. Brandon L. Beck, Texas State UniversityLearn how the presenters have engaged transgender culture through a qualitative case study of the leadership of a university student group called Transcend, which aims to be a support network for transgender and non-binary college students and their allies. The study explores social justice as an element of effective campus leadership.

Qualitative research as a vehicle for social justiceDr. Rosa M. Banda, Texas A&M University-Corpus Christi & Dr. Alonzo M. Flowers III, University of New Orle-ansChanges to the sociopolitical context of this nation should invoke a call for qualitative researchers to embrace a critical social science perspective into research inquiry. As creators of knowledge, the quest for parity in equity and justice as it relates to society must be at the forefront in the name of social justice.

A call to conscience and advocacy: The relationship between police, gun violence, and male marginalized populationsDr. Kim Frazier, Ms. Kayla Burrow, & Ms. Regina Edwards, Texas A&M University-Corpus ChristiGain counseling strategies for responding to issues of gun violence, policing, and marginalized male populations in this research-based presentation. Presenters will discuss recommendations for counsel-ors and protective factors that need to be taken into account, as well as intentional advocacy and com-munity engagement surrounding counselor response to recent and historical actions of gun violence, male marginalized populations, and police.

Critical and legal issues for administrators and teachers of English language learnersDr. Frank Lucido,Texas A&M University-Corpus ChristiBecome aware of educational and legal issues involved in the teaching of English language learners in school systems through this presentation, which will focus on the critical understandings and issues involved in the education of English language learners. A review of pertinent legislation and signifi-cant court cases will be presented.

Bilingual educators and administrators as advocates: A teacher’s guide to the DACA and immigration policyDr. Edith Esparza-Young & Mr. Michael Young, Texas A&M University-San AntonioGain a greater understanding of the circumstances of immigrant children in K-12 and the political implications of Deferred Action for Childhood Arrivals (DACA). This session offers practical information for teachers, administrators, parents/guardians and community advocates to safeguard children’s legal and human rights while they are present and enrolled in public schools in the United States.

ROOM PRESENTATION

11:20 am – 12:00 pm, continued

3:00 – 4:00 pm, first floor foyer

108 Examining intercultural competency through the experiences of three adult educators living and working in TurkeyNaomi Garcia: Texas State UniversityIn a qualitative study, the presenter examined the intercultural experiences of three adult educators living and working in Istanbul, Turkey. She used Taylor’s (1994) learning model of becoming intercul-turally competent to help make sense of the learning processes of the intercultural experiences of the participants involved in this study.

Experiences of international students in the US: A case study to support HE leadersMs. Hilda Cecilia Contreras Aguirre

Understanding the challenges faced by migrant student farm workers in South TexasMs. Liliana Bravo & Mr. Juan Estevan Vasquez

A strange new world: Experiences of college students transitioning to online learningDr. Kandace Chapman

Science teachers’ concerns over science STAAR eighth grade examMs. Kathrine Crysup

Improving nursing student confidence through simulationMs. Julie Fomenko

Teacher beliefs about stress: A phenomenological studyMs. Cindy Hopkins

Mathematics intervention: What does it entail and what is my role?Mr. Carl Juenke

Perspectives of Latino males in higher educationMr. Steve Luis

Comic books and graphic novels as learning tools: Art, literature and literacy in the classroomMs. Betty McQueen

ROOM PRESENTATION

POSTER SESSIONSHigher education leadership behaviors and professional social media useMs. Alissa Mejia

From house to house: The leadership trajectory of three Latina/os in TexasMr. Jesse Olivarez & Ms. Lily Bravo

Master’s Program in Educational AdministrationThe Master’s Program in Educational Administra-tion is a leader in preparing PreK-12 school ad-ministrators throughout South Texas, nationwide, and internationally. This learner-centered program prepares graduates to meet the challenges of school leadership positions such as campus prin-cipal, campus assistant principal, and central office administration.

Master’s Program in Curriculum and Instruction The Master’s in Curriculum and Instruction allows students to develop expertise and knowledge aligned with their teaching level and academic in-terests. The program also builds professional skills in research, leadership, and teamwork, equipping educators to develop and contribute to curriculum at the classroom, school, and district levels.

Master’s Program in Reading The Master’s in Reading allows you to earn ad-vance expertise with the option of applying coursework to two additional certifications: Reading Specialist and/or Master Reading Teacher. The program adheres to the International Reading Association’s Standards for Reading Professionals.

Discover Your IslandThe College of Education at Texas A&M University-Corpus Christi offers 10 master’s and 3 doctoral degrees, including the following within the department of Educational Leadership, Curriculum and Instruction.

To help accommodate the schedules of working professionals, courses are held evenings, online, and/or occasionally on Saturdays.

Contact & Learn more:• Call 361-825-2662• Visit education.tamucc.edu• Follow tamucccoe on Facebook, Twitter and Linkedin

Doctoral Program in Educational LeadershipThe Doctorate in Educational Leadership enhanc-es the le4adership capabilities of professionals in leadership roles in schools, education districts, community colleges, or universities. The Ed.D. is a scholar practitioner model offering two tracks: Education Leadership Specialization, or Open Specialization, allowing students to tailor the program to support individual professional development goals.

Doctoral Program in Curriculum and Instruction The Ph.D. in Curriculum and Instruction is a pro-gressive and evidence-based program that offers students the choice of two tracks: Literacy Stud-ies or Curriculum Studies. The program prepares graduates for leadership roles as professors, researchers, and administrators of educational programs in Texas and the nation.

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