Oral Sessions

Session 1:

Associate Prof Karlee Beach

Assistant Prof Ji Yae Bong

Session 2:

Professor Bettie Butler 

Associate Prof Erin Miller 

Professor Matthew Parrow

Research has acknowledged the transition to life after college as one of the most impactful developmental stages for college students, as they explore their next steps in adulthood. (Reuter et al., 2022). For student-athletes, this transitional period can come with many challenges. Specifically, the post-graduate transition for student-athletes is a multifaceted and crucial phase that warrants careful attention from researchers as they navigate identity shift, career development, skill development, mental health, and other elements that contribute to the success of their transition (Comeaux & Savage, 2023). Many studies conclude that the majority of student-athletes go on to pursue careers that do not align directly with their sport (Foster & Huml, 2017), therefore, it is crucial for ongoing research to emphasize the importance of maintaining a balance between academics and sports, all the while recognizing the requirements for a smooth transition post-sports. While there is existing research that explores the factors influencing the post-graduate transition among various populations, there is a lack of empirical studies that specifically examine the nature of this transitional period for Black women athletes. There is also limited research that explores the value of the sense of belonging for this population of women as they navigate multiple identities on White campuses. Exploring Black women student-athlete experiences, specifically as they relate to their transition to life after sports, will provide institutions with insights needed to adequately support the nuances of the Black women student-athletic experience as they approach the transition away from collegiate sports.

This study examines gender disparities in the utilization of AI technologies like ChatGPT within educational settings, employing the analytical lens of Critical Race Structuralism. Utilizing secondary data analysis, this research is based on a dataset comprising responses from 1500 U.S. students and educators to assess the impact of school policies on AI technology usage. Logistic regression analysis was utilized to explore gender differences in the intention to use ChatGPT, particularly in the context of institutional bans or policies. Findings reveal significant gender disparities influenced by institutional policies, with males showing higher likelihoods of using AI technology in the context of policy restrictions. The study underscores the importance of equitable policy formulation in AI technologies, highlighting the need for culturally responsive and inclusive approaches in educational settings.

Money is a taboo topic of conversation. Avoiding money conversations is thought to be the same as ignoring privilege, and choosing to not acknowledge the divide in economic classes does not make this issue disappear (Goldberg, 2023; Sherman, 2017). Having financial security can impact a student’s stability and overall experience. (González, 2006; Eitel & Martin, 2009). A variety of factors should be considered when evaluating a student’s financial situation, such as cost of living, living situation (i.e., living with family, partner, roommate, etc.), leisure spending on vacations, and amount of debt (Doran et al., 2016). The purpose of this study is to understand how the departmental context regarding finances shapes the lived experiences of underrepresented Mathematics graduate students based on their unique/individual circumstances. We seek to understand how financial structures influence their individuality as they progress academically and in their identity development

The negative impact of procrastination on students is widely acknowledged, yet there is a lack of consensus on its sources and the nature of its effects. Educators have observed that most students procrastinate on schoolwork consistently (Terada, 2020), and many studies highlight its negative impact on student well-being (Klingsieck, 2013). Bobe et al. (2022) have set three essential criteria for identifying procrastination: the voluntary condition cannot result from external factors, an “intention-action gap” exists, and the negative consequences are also tied to an individual’s sense of discomfort. Further complicating the phenomenon of procrastination is the relatively new concept of active procrastination. Chu and Choi (2005) clarified that active procrastinators possess the capacity to take action in a timely way but deliberately delay tasks to focus on more important ones, making it an adaptive strategy with positive outcomes for the student. Our research will provide a student perspective on why secondary school students engage in dilatory behavior, putting off that which is necessary to reach a goal (Lay, 1986), and procrastination, focusing on self-regulation rather than popular conceptions. Self-regulation frames achieving goals within four main dimensions: cognition, motivation, behavior, and emotion (Greene & Schunk, 2018). Each dimension provides an avenue for understanding procrastination’s voluntary component and association with accepting the negative consequences. In addition, we will examine the intersection of the traditional understanding of procrastination with active procrastination. 2 Research Hypothesis We hypothesize that secondary school students engage in dilatory behavior and procrastination because of failures in self-regulation. We believe our data and findings will help educators engage more effectively with middle and high school students by identifying “high procrastinators” and suggesting strategies that may be impactful. The researchers administered an online survey comprised of two existing instruments from the procrastination literature to 7th and 10th-grade students at three independent schools in North Carolina. The two survey instruments were the Procrastination Assessment Scale - Students (PASS) (Solomon & Rothblum, 1994) and the Active Procrastination Scale (APS) (Choi & Moran, 2009). Demographic information about student gender, zip code, and grade level was also collected. Based on their PASS scores, two students at each grade level at each school were selected for follow-up interviews. The researchers captured student voices by interviewing one high-scoring and one low-scoring student at each grade level in a semi-structured manner with the same interview guide for all schools. Among all three schools, 559 students were surveyed, and 12 participated in follow-up interviews. Preliminary analysis of survey data revealed some significant differences in PASS scores between grade levels but no significant differences in APS scores. Further analyses will examine survey scores with different demographics, differences in subcomponents of the survey instruments, and qualitative analysis of all twelve interviews. These analyses will help discern which components of self-regulation and procrastination lead to dilatory behavior in secondary school students. We aim to increase the understanding of dilatory behavior and procrastination 3 in younger students and provide educators with research-based strategies to consider when working with high procrastinators.

The United States is home to a substantial number of rural communities, with approximately 60 million Americans residing in rural areas, underscoring the national significance of addressing the challenges faced by rural populations (Koricich, 2018). While there is an extensive body of research on transfer students and rural students individually, a gap exists in understanding the perspectives of students who identify as both transfer and rural students. This research aims to address the gap by exploring the experiences of rural transfer students, shedding light on their unique challenges and perspectives. The literature review establishes the importance of community colleges in providing accessible higher education, especially for underserved populations, including rural transfer students.Transfer capital and other critical factors impact students’ ability to navigate the transfer process successfully. Additionally, the challenges faced by rural students, such as academic preparedness, affordability, and access to resources, are highlighted, emphasizing the need for targeted support. The theoretical framework draws upon the Rural Cultural Wealth framework, examining the assets that rural students bring to postsecondary and transfer contexts. The purpose of this study is to understand the experiences of rural transfer students in North Carolina. Two research questions have been developed to guide the present study: Research Question 1: How do rural students navigate the transfer process? Sub-question: What factors do rural students consider when making transfer choices? Research Question 2: How do rural students understand their rural identity in postsecondary contexts? The research design follows a phenomenological approach, emphasizing the lived experiences of participants. A purposeful sampling strategy identifies rural transfer students in North Carolina, and data collection involves virtual, face-to-face, and semi-structured interviews. 3 The anticipated findings will contribute to the existing literature by providing practitioners and institutions with a deeper understanding of rural transfer students’ perspectives and needs. By addressing the research questions, the study aims to inform both sending and receiving institutions on how to enhance services and support structures for this unique student population.This research holds the potential to drive positive changes in policies and practices to better serve the educational needs of rural transfer students in North Carolina. 

The COVID 19 pandemic caused an abrupt change for educational institutions worldwide causing teachers to make an adjustment to online or blended learning (BL) with only a brief introduction to teaching online [1]. This adjustment proved difficult for teachers in the K-12 sector who were now expected to teach using a BL model [2]. This transition sparked attitudes from teachers ranging from embracing the new opportunities to decrying difficult technology challenges. One of the most salient shifts was the thought process around how BL would impact student engagement which has served as one of the most significant areas of concern for teachers. K-12 teachers were met with challenges during the pandemic inclusive of low student engagement and low accessibility to technology. For this study, a multiple case study design was employed within the basic qualitative methodology. The researcher examined how K-12 teachers experience BL with a focus on student-content engagement at multiple sites. The primary findings of this study showed that the transition from traditional instruction in the K-12 setting was not smooth for teachers; however, teachers adapted and changed their practices. Findings also revealed teacher perceptions of BL varied from embracing BL to shunning it altogether. This study serves to build on the current paucity of literature on BL specific to the K-12 sector, and highlights the implications for further investigation. Another critical reason that this study is needed is due to the subject matter and its foundational role in education. Student-content engagement serves as a foundation for education and without it there can be no real educational experience [3].