Skip to main content Skip to navigation
Showcase Opportunity and equity

Communication about Alzheimer’s Disease and Related Dementias Research with American Indians and Alaska Natives

Communication about Alzheimer’s Disease and Related Dementias Research with American Indians and Alaska Natives

Primary author: Amanda Boyd
Co-author(s): Alyssa Mayeda; Clemma Muller; Meghan Jernigan; Dedra Buchwald

Primary college/unit: Edward R. Murrow College of Communication
Campus: Pullman

Abstract:

Alzheimer’s disease and related dementias (ADRD) affect 5 million Americans 65 years of age or older. The number of people in the US with ADRD is expected to increase to 14 million by 2050 unless preventive interventions and effective treatments are developed. Despite advances in ADRD research among non-Hispanic Whites, little is known about ADRD prevalence and risk factors for American Indian and Alaska Native (AI/AN) people, partly due to their low participation in ADRD research. To increase research participation, it is important to understand how best to communicate about ADRD with AI/ANs. In 2018, we conducted a cross-sectional health needs assessment survey of AI/AN adults attending the SeaFair Indian Days Powwow (n=221) in Seattle, Washington and the Gathering at the Falls Powwow (n=108) in Spokane, Washington. The survey included questions about their attitudes towards research participation, preferences for communication about ADRD. Among the 329 respondents, 34% had seen, heard, or read about ADRD during the past year, 38% would consider participating in a research program designed to test a medical treatment for ADRD, and 76% thought it was important for AI/ANs to participate in research programs to test medical treatments. We discuss factors that may contribute to and enhance ADRD research participation and improve communication about ADRD and its risk factors. Further study is needed to determine whether incorporating culturally relevant risk messaging would improve communication about ADRD, improve awareness, or increases AI/AN participation in ADRD research.

Cheating Detection in Tests: A Systematic Review

Cheating Detection in Tests: A Systematic Review

Primary author: Tarid Wongvorachan
Faculty aponsor: Chad Gotch

Primary college/unit: College of Education
Campus: Pullman

Abstract:

High-stakes testing is significant in education across the world. Unfortunately, widespread cheating undermines the interpretations and uses of test results. When test-takers cheat, other test-takers, testing programs, and test users can suffer substantial negative consequences. Educational measurement professionals have developed numerous cheating detection methods to counter these potential consequences, but to-date no research has undertaken a comprehensive inventory of the field. The purpose of this systematic review is to document current trends and identify needs for further research, in order to improve the security of high-stakes testing programs. From an exhaustive library database search, I selected 62 primary studies for the in-depth review. Each study was reviewed for both general (e.g., authorship) and specific level characteristics (e.g., application of empirical data and type-I error). This review produced 27 variables that were synthesized to portray characteristics of the field as a whole.

Examination of these variables showed that cheating detection methods are in an emerging stage. Future research needs to expand beyond the current focus on western countries, employ more real test data (vs. simulated), and use more varied data sets. The field also needs a single standard to assess proposed detection methods. Further, machine learning could be a viable addition to the predominant statistical approaches observed in the literature. Expansion of the research base in these directions could help strengthen the security of high-stake testing in education, and ultimately support valid interpretations and uses of test scores.

Implementation of Active Learning Techniques in an Undergraduate Public Relations Course: Comparing Individual Social Networks and Brand Communities

Implementation of Active Learning Techniques in an Undergraduate Public Relations Course: Comparing Individual Social Networks and Brand Communities

Primary author: Corrie Wilder

Primary college/unit: Edward R. Murrow College of Communication
Campus: Everett

Abstract:

This paper describes an in-class social network mapping activity that serves as an overview of social identity and social objects—the building blocks of a social network. Active learning techniques were used to introduce the concept of personal networks, brand communities, and the role of public relations professionals in fostering relationships. The social network mapping activity illustrated the application of the following theories: Travers and Milgram’s (1969) “the small world problem,” Tajfel’s social identity theory (see Tajfel & Turner, 1979), and Granovetter’s (1973) “strength of weak ties.” It prompted students to consider which individuals are in their networks and how they are connected through unique social objects. Furthermore, they determined where audiences overlap and weaker network ties reside and related these connections to the development and nurturing of a brand community. Through active learning exercises that included quick-writes and manual social networking mapping, students visualized how various connections use social objects to create communities. They ultimately learned that messages spread further and faster when shared through weak ties that bridge otherwise unconnected communities.

Mobile Money for the Financially Underserved in the U.S.: How can this Socio-Technical System work?

Mobile Money for the Financially Underserved in the U.S.: How can this Socio-Technical System work?

Primary author: Carlos Torres
Faculty sponsor: Robert Crossler

Primary college/unit: Carson College of Business
Campus: Pullman

Abstract:

In Forbes Technology Council, Toni Raval highlights that fintech is creating new alternatives addressing the unbanked /underbanked populations in developing economies by providing access to financial services, wherein three years (2014-2017) 515M adults obtained access to financial services unavailable before (Raval, 2019).
While this is happening in the developing world, and technology seems to be improving the lives of many people with no access to financial services, in the US CNN reported several cities and states banning cashless stores in order to prevent discrimination against unbanked people (Meyersohn, 2019). It seems contradictory that fintech can be seen as a mean for inclusion in many societies, but in the U.S., fintech is being used with the purpose of exclusion instead.
This in-progress critical research uses Bourdieu’s theory of practice (Bourdieu, 1977, 1990) to study the M-Money socio-technical system (Baxter & Sommerville, 2011; Bostrom & Heinen, 1977) addressing the financially underserved in the U.S. By using Values Sensitive Design (VSD) methodology considering human values of ethical import (Friedman & Kahn Jr, 2003), we offer initial theoretical insight and preliminary design principles for application providers developing technical solutions with the hope of preventing ongoing discrimination against financially underserved U.S. financially underserved.

Strategic Planning in 4-H Youth Development Meaningful Change and Continuous Improvement

Strategic Planning in 4-H Youth Development Meaningful Change and Continuous Improvement

Primary author: Dan Teuteberg
Co-author(s): Missy Cummins; Gary Varrella

Primary college/unit: Agricultural, Human and Natural Resource Sciences
Campus: Extension

Abstract:

Land Grant Universities are dynamic and engaging workplaces. They are active, changing, and adaptive to stakeholder needs and emerging opportunities and breakthroughs. Administration provides the requisite focus and direction. Administrative priorities ripple throughout the University and out to the local programmatic level. As priorities and direction filter throughout the organization, county-based Extension staff may feel disconnected from the university level plans.

Extension professionals are at the forefront of the interactions in this evolving and adaptive environment remaining responsive to local demographics, opportunities, and engage in continuous improvement guided by institutional priorities. This article provides an example of a strategic planning process that references and is directed by broader university priorities and is attainable at the field and community level. Borrowing from Posner, Strike, Hewson, & Gerzog’s theory of conceptual change (1982), creating ground-level strategic planning is plausible, attainable, and fruitful. Washington 4-H Youth Development highlights a strategic plan to keep a statewide 4-H Youth Development program relevant to the ever-changing University system.

Promoting Experiential Learning to Strengthen Growth and Retention

Promoting Experiential Learning to Strengthen Growth and Retention

Primary author: Samantha Swindell
Co-author(s): Katie Forsythe; Jon Walter; Diana Baldovinos

Primary college/unit: Agricultural, Human and Natural Resource Sciences
Campus: Pullman

Abstract:

The LAUNCH (Into Experiential Learning) Program facilitates students’ participation in a wide range of co-curricular learning experiences (e.g., research participation, civic engagement, internships, global education, entrepreneurial competitions). It does so by connecting students with opportunities that fit their unique profiles (i.e., align with their personal values, play to their strengths, and move them toward their post-graduation goals), extend their training beyond the classroom, and support the development of transferable skillsets that transcend disciplinary boundaries.

Through partnerships with Student Affairs and academic programs, 1529 undergraduates at WSU have participated in the LAUNCH program to date. Pre/post assessments have revealed significant increases in personal growth as a function of participating in LAUNCH. Depending on the format of the programming (interactive workshop or solitary worksheet exercises), participants show significant increases in behavioral intention, openness to change, planfulness, and use of resources – all dimensions of growth defined by the Personal Growth Inventory II (a validated measure of personal change). Post-assessments confirm positive evaluations of the program by participants and initial indications to engage in experiential learning opportunities following workshop completion. Logistic regression conducted on first-year freshman suggests that students who complete LAUNCH are more likely to be retained from first-year fall to second-year fall relative to matched controls (i.e., undergraduates who did not participate in the program).

This poster will highlight the details of these findings and LAUNCH’s potential as a program to promote student engagement, success, and retention at WSU.

The Effects of Animated and Static Concept Map on Students’ Learning Performance in Chemistry

The Effects of Animated and Static Concept Map on Students’ Learning Performance in Chemistry

Primary author: Oluwafemi Sunday
Co-author(s): Olusola Adesope; Rachel Wong; Krista Nishida
Faculty sponsor: Olusola Adesope

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

Research in concept maps has shown that they facilitate meaningful learning. Although there is overwhelming research evidence showing that animations are better for learning than static concept maps, many of such studies have been conducted in laboratory settings. Hence, there is little understanding of the instructional efficacy of using animated over static concept maps in ecologically-valid environments. The primary objective of this study is to investigate the effects of animated and static concept maps on students’ learning performance in a large undergraduate chemistry classroom. Previous research shows that animated concept maps produced no advantage over static concept map when spoken narration was provided to guide learning. In this experiment, we examined the effectiveness of animated and static concept maps on students’ chemistry learning performance in the absence of spoken narration using a 2 (animated/static) x 2 (map/text) factorial design. Students (N = 564) were randomly assigned to one of four conditions. Learning performance was measured via immediate and delayed posttests. Results show that the animated concept map group did not significantly outperform the static concept map group. This finding shows that animated and static concept maps are effective for learning as participants in both conditions were better able to integrate and process concepts learned in coherent manner regardless of concept map types. Theoretical and practical implications will be discussed.

Race and the Atlanta Braves from Summerhill to Cobb County

Race and the Atlanta Braves from Summerhill to Cobb County

Primary author: Clif Stratton

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

Race and the Atlanta Braves from Summerhill to Cobb County is a historical analysis of the consequences of the arrival and departure of the Braves baseball franchise to (1966) and from (2016) its downtown Atlanta site from the late Civil Rights era to the present. Drawing on multiple archival collections and oral history interviews, I argue in this book-in-progress that the arrival of big-time professional sports in “the city too busy to hate,” as former mayor William B. Hartsfield once dubbed Atlanta, proved far more than a benign entertainment spectacle meant to strengthen community bonds, elevate civic pride, and court business and tourism. The Braves did, or at least had the potential at times, to contribute to the achievement of these noble aims.
But professional baseball’s descent on this New South city also exposed and exacerbated the deep-seated racial, economic, and spatial divisions that defined the city’s history in the second half of the 20th century and continue to do so well into the 21st. Thus, Race and the Atlanta Braves offers a high profile case study in how race and racism transformed the urban South into what historians call the Sunbelt South, the centerpiece of which was and is a corporate-driven, publicly subsidized model of capitalism that has come to dominate urban planning and policy, residential living patterns, and metropolitan social relations. Atlanta was part of a broader national phenomenon pioneered after World War II in cities across the Sunbelt, including San Diego, Phoenix, Austin, and Charlotte.

Raced, Sexed, and Erased, Jews in Contemporary Visual Entertainment

Raced, Sexed, and Erased, Jews in Contemporary Visual Entertainment

Primary author: Carol Siegel

Primary college/unit: Arts and Sciences
Campus: Vancouver

Abstract:

My project, “Raced, Sexed, and Erased, Jews in Contemporary Visual Entertainment,” is an intersectional study currently under peer review at Indiana University Press. The book rebuts the claim that Jews are now racially unmarked white people by providing a history of the intertwined racialization and sexualization of Jews through film and television narratives. The chapters are: One, “Sexual Perversity and the Jewish Therapist Figure,” which compares the films Nymphomaniac and A Dangerous Method; Two, “Imaginary Histories of Americanized Jews in Love,” which analyzes the impact of racialization and sexualization on Jewish efforts to assimilate into mainstream American culture in the films Hester Street, Once Upon a Time in America, Casino and Radio Days; Chapter Three, “Sex, Rage, and Revenge,” discusses films about World War II that eroticize Jewish resistance to fascism and focuses on Black Book and Inglourious Basterds; Chapter Four, “Not So Nice Jewish Girls,” compares the television series Transparent and Broad City; Chapter Five, “Holocaust Erasure and Jewish Identity Erasure,” explores the resemblance of the film Call Me By Your Name to the documentaries Crazy Love and Capturing the Friedmans and the fictional film The Last Embrace, all of which avoid any consideration of the Holocaust and its effects on the sexualities of Jews from WWII on; Chapter Six, “Monstrous Jewish Sexualities as Minoritarian Cinema,” responds to the frequently made accusation that the Coen brothers’ films are anti-Semitic by looking at their double-address narrative strategies. The conclusion suggests ways to combat the erasure of Jewish racialization in media.