Below are a number of sample posters created by UT undergraduates.There is a brief discussion of each poster highlighting its greatest strengths and areas where there is room for improvement.
This page features sample proposals from previous undergraduate researcher presenters.
Keep in mind that we revise the proposal guidelines each year, so always check the most recent call for proposals for current submission parameters.
Inclusion in learning environments is not created through eradicating ELLs’ native language; rather, it happens through equitable teaching methods that allow students to reach their full potential.
Engaging students in critical thinking activities, such as higher-order questioning and specific forms of class discussion and group work, can empower ELLs to speak and write about what is important to them (Cary, 2007; Faltis & Coulter, 2008; Nagappan, 2001).
The goal of my presentation is to start a conversation about self-deprecation in connection to self-efficacy in writing centers.
I hope CCCC attendees can take away the strategies I develop to their own writing centers, writing tutors, and colleagues in Rhetoric and Composition.Some concerns are simple; a writer may ask with help organizing a research paper, and the tutor can provide feedback as the writer guides the session.However, some elicited concerns sneak their way into sessions that are specifically tied to self-efficacy.Personally, I am interested in sharing what I have learned and pursuing graduate studies in Rhetoric and Composition.Presenting undergraduate research at the CCCC will be an invaluable educational experience within this discipline.These activities stimulate critical thinking because they require students to think about “how” and “why,” justify their opinions to peers, and demonstrate learning in creative contexts (Mc Neil, 2010).Through these activities, students are intrinsically motivated to learn English to promote their own self-expression (Marinova-Todd, Marshall, & Snow, 2000; Huie & Yahya, 2003).Data collection will conclude in December, but early results demonstrate how one student’s writing process uniquely represents critical thinking skills in an ELL struggling with a language barrier.Within the stages of this student’s writing process, he synthesizes information, draws connection to the real world or to abstract concepts, and applies skills learned in one writing assignment to other subject areas; however, his final writing output rarely evidences the deeper thinking he demonstrates in the process.I will be able to grow as a researcher, conversing with attendees about methods and theories, and as an educator, learning from undergraduate posters of my peers and CCCC sessions.Kim Lilienthal Elon University Proposal for 2014 CCCC For English language learners (ELLs) to achieve success and agency in learning in mainstream classrooms, teachers must establish strategies for inclusion and support.