Student News

2017 | 201620152014 |201320122011 | 2010 | 2009 | 2008

Winter 2017

  • PhD student Sabrina Solanki is presenting at the 42nd Annual Association for Education Finance and Policy (AEFC) Conference in Washington, DC, March 16-18. The title of her paper is "Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Engagement and Attitude in STEM Fields." Abstract

  • Ph.D. student Rachel Stumpf presented at the Writing Research Across Borders (WRAB) Conference at Pontificia Universidad Javeriana in Bogotá, Colombia, February 15-18. The title of her presentation was "Similar yet Different:  A Comparison of Writing in High School Language Arts and College Composition." Using sociocultural theory, Ms. Stumpf conducted a comparative study examining the definitions and functions of writing within high school English language arts (ELA) and first-year composition (FYC). She found that ELA and FYC differ in terms of how standards are defined (nationally vs. locally) and what goals are articulated. Abstract

  • PhD student David Liu has been awarded a Getty Foundation Fellowship to attend the California Association of Museums (CAM) 2017 conference in Sacramento, March 29-31. The 2017 conference theme is "Influence and Action." Attendees will explore the “responsibility individuals and museums take as leaders in their shared communities.” Mr. Liu, whose doctoral research centers on informal, out-of-school, and afterschool learning, is an alumnus of the Getty Foundation’s Multicultural Undergraduate Internship program. While working in afterschool programs, he completed his Getty Foundation internship at the Los Angeles County Museum of Art (LACMA) in Art of the Ancient Americas.

  • Ph.D. candidate Hansol Lee's article, "Reassessment of Sentence Combining and Decombining: The Effects of Sentence Manipulation Activities on Reading Comprehension", has been accepted for publication by English Teaching: Practice and Critique. His research examined the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension ability among college students learning English as their second language (L2) in the context of a 6-week English language learning program. Mr. Lee also has been notified  that he has been promoted to Major in the Republic of Korea Army. Abstract

  • Ph.D. student Nancy Tsai (first author), Jacky Au (Cognitive Sciences), and Associate Professor Susanne Jaeggi have published a chapter in Cognitive Individual Differences in Second Language Processing and Acquisition: "Working Memory, Language Processing, and Implications of Malleability for Second Language Acquisition." Their research proposes that Working Memory (WM) interventions might be a promising avenue to facilitate L2 learning. Ms. Tsai is a fourth year Ph.D. student specializing in Learning, Cognition, and Development (LCD). Her research interests include executive functions and interventions to promote learning. Abstract

  • Ph.D. student Masha (Maria) Jones has published a chapter with University of Michigan colleagues Benjamin Katz and Priti Shah, MIND Research Scientist Martin Buschkuehl, and Associate Professor Susanne Jaeggi in Cognitive Training: Individual Differences and Motivational Effects. Their chapter examines a range of factors, including baseline performance, age, personality, and motivation, that play a key role in cognitive training outcomes. Ms. Jones is a third year doctoral student specializing in Learning, Cognition, and Development (LCD). Her research interests include cognitive training, working memory, executive function, optimal learning, dyslexia, and ADHD. Abstract

  • Ph.D. student Mariela Rivas has published with Ji Son in Scholarship of Teaching and Learning in Psychology: "Designing Clicker Questions to Stimulate Transfer." Their research explored whether spaced analogical reasoning questions (delivered via clickers) would improve transfer over a 10-week course. Students in two sections of an introductory psychology course were presented with low stakes testing opportunities during every class session of a term. Analysis found that the Testing group outperformed the Notes group on transfer in the final exam. Ms. Rivas is a second year doctoral student specializing in Learning, Cognition, and Development (LCD). Abstract