20 minutes long, with 15 minutes for the presentation followed by a 5-minute
question-answer period. Presenters will be informed of their assigned time
- Presenters will be assigned to a classroom
equipped with computer, DVD player, projector, and screen.
- PowerPoint presentations should be saved on
a USB/Flash drive memory stick.
- If a presentation includes a poster, this
may be taped onto the white board or placed on its ledge. Participants may bring
their own easels if needed.
PRIMARY CONTACT INFORMATION:
Only one person should complete the form per
- The person designated as primary contact
completes the form.
Names of additional presenters are entered in the section, Other
Participants. NAMES SHOULD BE SPELLED CORRECTLY.
Primary contacts are responsible for notifying other participants of time
and location of presentations and other relevant information from the SSC
Participants are responsible for contacting a faculty
person to be their sponsor. The sponsor must review the application before it is
PRESENTATION TITLE AND
IS 150 WORDS
- Summarize. What is the question your research set out to answer, or the
purpose of your trip or experience? What did you learn? Why is your research or
presentation valuable to the field; what can you contribute to learning in this
- Write in full sentences, with a single space between sentences. If possible,
use Associated Press (AP) style, but in any case, be consistent in your usage
and spell out any abbreviations on first use, indicating the abbreviations
afterward in parentheses (as with the AP example).
- Check spelling and grammar.
The samples given below outline the preferred style and provide examples of
different projects ranging from scientific experiments to literature studies to
Abstract Samples for the Symposium
Marketing of American Graduate Education: The China Segment Fei Deng and Hui
Li, graduate students, COB – Faculty Sponsor: Dr. Dennis Mathern This
presentation is based on a survey conducted of graduate students from China
attending American universities. The results of this survey will provide
demographic data and critical priority information regarding the decision-making
process of Chinese students who choose to study in the U.S.A. The economic
impact of student attendance in the U.S.A. is very important in 2008.
Reading Rocks! A Guide to Promoting the Joy of Reading with
Middle School Students Ben Gillig, graduate student, COE - Faculty Sponsor:
Susan Brooks “Reading Rocks” is a program the presenter created as a
sixth-grade special education teacher. Reading Rocks serves as an acronym for
the presenter’s philosophy of the most important components of teaching reading.
The explanation of the acronym is: R: Print Rich; E: Engagement; A:
Authenticity; D: Demonstration/Modeling; I: Intervention; N: New
Words/Vocabulary; G: Goals; R: Read Alouds; O: Ownership; C: Choices; K:
Kinesthetic Activities; S: Student/Teacher Relationships.
An Assessment of Surface Electromyography During Three Types of Core
Stabilization Exercises Heidi Phillips, graduate student, COHP – Faculty
Sponsor: Deborah George This presentation is designed to share
information concerning core stabilization programs, using Pilates (P), ball (B)
and traditional (T) exercises. Core stabilization exercises are used to
strengthen the muscles supporting the spine; however there has been no research
comparing muscle recruitment of different core stabilization programs. Thus,
there was an investigation using 26 subjects, whereby EMG was used to assess
multiple muscles during these programs. Subjects were asked to perform core
exercises including supine oblique crunch and prone and gluteus minimus activity
during supine position compared to P and T exercises. Exercises in prone
position were found to be higher internal oblique and external oblique activity
during B exercises while paraspinals, biceps femoris and gluteus minimum
demonstrated more activity during P exercises.
Communicative Competence on Japanese English Textbooks Hisako Fukushima,
graduate student, COLA – Faculty Sponsor: Dr. Michael Reed The theory of
Communicative Competence has been identified as a major concept for teaching
English as a second/foreign language. The presenter will show how the concept
impacts Japanese English textbooks by comparing them to American ESL (English as
a second language) textbooks, and then identify strengths and weaknesses of the
Japanese English textbooks in terms of the concept of Communicative Competence.
In addition, the relation between their weaknesses and the Japanese lack of
communication skills in English will be presented. Recommended teaching
instructions will be introduced at the end of the presentation for improving
students’ Communicative Competence through textbooks.
Base Excision Repair Pathway Research Emory Winship, COS – Faculty Sponsor:
Dr. Michael Edelbrock Oxidative damage of DNA is a frequent event which
the cell corrects through the Base Excision Repair (BER) Pathway. The inability
of the cell to correct DNA damage is one of many factors that lead to the
proliferation of cancer. This project is investigating the ability of
specialized proteins to repair DNA damage. The working hypothesis is that
different cancer cell types have varying capacity to affect repair of DNA. To
experimentally address this hypothesis, defective DNA substrates have been
designed, constructed and introduced into a nuclear protein environment. Repair
efficiency can be measured using restriction enzymes to determine if the
substrate DNA molecule has been repaired.
FEEDBACK, CERTIFICATE OF
PARTICIPATION, & DOOR PRIZES:
will receive a Certificate of Participation and audience evaluation forms
immediately following their presentation. Presenters will also receive a ticket
for a free T-Shirt to be picked up at the reception. All individuals
giving presentations will automatically be entered in a drawing for a door
prize at the reception. Individuals must be present to win.
CALL FOR PARTICIPATION