Performance / Demonstration


Sessions are 20 minutes long.


Participants must provide information in the application regarding all equipment needs plus a description of the full nature of their performance or demonstration to ensure best placement of their activities.


Only one person should complete the form per presentation.
For group presentations:
  • 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 committee. 


Participants are responsible for contacting a faculty person to be their sponsor. The sponsor must review the application before it is submitted.


  1.  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 area? 
  2. 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). 
  3. Check spelling and grammar. 
  4. The samples given below outline the preferred style and provide examples of different projects ranging from scientific experiments to literature studies to surveys. 

Abstract Samples for the Symposium Program

College of Business
Strategic 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.
College of Education
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.
College of Health Professions
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.
College of Liberal Arts
Impact of 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.
College of Sciences
DNA 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.


All participants 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.


To participate in SSC 2014, please complete the application form for Performance/Demonstration and submit before JANUARY 31, 2014 .