Community of Scholars Schedule of Events

March 28, 2018
University Hall


All are welcome

Check-in: 8:15–9:00 am
Posters: 12:00 pm–5:30 pm. Poster presenters will be available from 12:00–1:00 pm.
Installations: 12:00 pm–5:30 pm. Installation presenters will be available from 12:00–1:00 pm.
Reception: 5:00–5:30 pm
Please note: two presenters in the same room at the same time will be sharing the time slot, with 25 minutes each (paper presentations). Please plan to stay for both presentations.

#LUCOS18

Morning Events

  • 9:10–10:00 am

    Right of Adoption for Same-Sex Parents | Room 3-087 
    YouJia Chen, CLAS Student
    A research of the influence of homosexual parents with their children. It focuses the topic from  different perspectives, such as social, educational, and mental development. In conclusion, the result shows the homosexual parents are same as heterosexual parents.

    Me in/and Ovid Room | 3-087 
    Anthony Apesos, LUCAD Faculty
    Apesos will present a series of his paintings that illustrate scenes from the Metamorphoses of Ovid. These paintings are the most recent segment of an ongoing series reflecting on the real and mythic history of Rome. As depictions of the Loves of the Gods, Apesos found these paintings to be unexpectedly relevant to the current discussion of sexual harassment; no one is more guilty than Ovid’s gods.

    Visual Sociology: A Model for Liberal Arts And Professional Studio Learning Exchange in Japan | Room 3-092
    Kazuyo Kubo, Kristina Lamour Sansone, Michael Talbot, LUCAD
    An exploration of a two-week travel course to Japan, which included visits to an art and design college, business university, elementary school, elder community center, Tokyo, Osaka, Nara, Hiroshima, Kyoto, temples, shrines, and museums. What does it mean to apply sociology and studio practice in these environments? What associations do students make across their disciplines? What is the potential to construct new branches of inquiry and practice at Lesley? What are the implications for general education across CLAS and LA+D?

    Situated Narratives: Hearing the Voices of Jewish Adolescent Girls | Room 3-094 
    Cheryl Weiner, Graduate Student
    I will present narrative research that I conducted in March, 2017, with three Jewish adolescent girls who were in the process of transitioning from Jewish day school into high school. I used feminist interviewing methods to ask about how they negotiated the process of change in their lives. I will share findings from the interviews and the wider implications of the study.

    Developing Young Leaders and Allies for Youth: A Model for The Girlhood Project’s Feminist Group Process | Room 3-094 
    Emily Welden, Kathryn Van Demark
    This paper explores a new pilot program requested by Belmont High School and delivered by scholar/ facilitators in Lesley University’s The Girlhood Project (TGP). TGP is facilitating a girl’s group that creates a space for girls to address issues they face in their school and community (including leadership, representation, racism, healthy relationships, and social activism), while training to replicate and facilitate the girls’ group model. The paper outlines this model for both training facilitators and holding girls’ groups in the TGP method.

    Transnational (In)Visibility in Higher Education: Critical Arts-Based | Room 3-098
    Angelica Pinna-Perez, GSASS Faculty
    Part II of a longitudinal, auto-ethnographic arts based inquiry explores my professional identity development and the effects of internalized oppression; imposter syndrome; code switching; classism; micro-aggressions and first-generation cultural experiences have on my pedagogical philosophy/practices and collegial interactions in Higher Education. Part I with Dr. Baldwin and Dr. Kubo from CLAS, Cultivating a culture of mutuality: The role of mentorship in emerging professional development was published in JPPP and presented at the Mentoring Conference in Albuquerque, New Mexico in 2015.

    Educational Leadership: When Self-Perception Stymies Social Progress | Room 3-098
    Camille Marie Garcia, GSOE Alumna, Amanda Wager, GSOE Faculty
    When we think about identity as the personal marker that defines us as individuals, it is impossible to divorce perception from its maker. Fixed self-perceptions that outlie those shared by the great majority can stymie change in ways that can be devastating. We will examine these ideas within the context of Educational Leadership to understand how cemented self-perceptions with power – perceived or actual – influence a majority group.

    Privileged Leadership: Teaching English Learners With Fixed Mindsets | Room 3-100
    Alexandra Lituchy, CLAS Student 
    Research conducted of second grade English learners at a nearby school prove that they are more likely to use fixed mindset language than growth mindset language. However, only some of their teachers use growth mindset language to address this. Teachers with native-English-speaking privilege can leverage that privilege so that English language learning children can be empowered through use of growth mindset language. With the use of growth mindset language, English learners can improve their academic success and self-esteem.

    Examining Opportunities for Dialogic Talk in a Kindergarten English Language Development Classroom | Room 3-100 
    Margaret Burns, GSOE Faculty
    Dialogic talk, in which students are engaged in authentic, extended discourse where meaning is co-constructed and conceptual understanding is incrementally built, is an important aspect of English Language Development instruction. Supported by Russell and Faculty Development Grants, this study examines how teacher language use in an inquiry-based science unit both facilitated and constrained dialogic talk in a Kindergarten ELD classroom in a Two-Way Dual Language context.

    Assessing Bias Among Boston Monument Attendees | Room 3-101
    Allison Rodgers, CLAS Student
    Studying Boston monuments, which are a large tourist attraction and significant financial revenue stream, can provide additional insight into the contributing factors surrounding Boston’s racist reputation.

    The Pine Street Project | Room 3-101
    Molly McGrail, Undergraduate Student
    After raising $500 for the Pine Street Inn, the largest homeless shelter in New England and based in Boston’s South End, I decided to set a goal of raising $5,000 in total for hot meals for the residents of Pine Street Inn. After spending several weeks doing research on fundraising I came up with a plan to implement the event “GiveBig” here in Boston. This event will help the city to raise money for all of its nonprofits.

    Critical Literacy of Graphs in a Lesley Diversity Course: Another Kind of Visual Literacy | Room 3-089
    Summer Clark, Roser Gine, CLAS Faculty
    Our study explored the infusion of critical literacy into an undergraduate diversity course. Two Lesley faculty, representing two different areas of expertise (literacy and math), engaged in co-teaching, to facilitate student critique of power and positionality in mathematical graphs and educational research, for the purpose of social action to remedy inequity. In this workshop we present our action research study, and we lead the audience through sample critical literacy lessons.

  • 10:10–11:00 am

    Watering Black Roots (Reconnecting Human+Nature) (performance) | Room 3-087
    Stormy Saint-Val, GSASS graduate; Angelica Pinna-Perez, GSASS, faculty
    Human interaction with the natural world is an innately essential. Why don’t we commonly see black people engaging with nature? This creative discussion will explore benefits of interacting with the natural world, the historical and present context to provide insight about the lack of inclusivity within wildlife spaces, and ways to advocate for intersectional ecological environments. Music, literature, and visual art by black artists will be shared to illustrate and honor the legacy of the black body’s profound connection nature.

    Arts Based Brain Research | Room 3-092
    Alicia Arendt, Graduate Student
    The study of arts-based brain science, or the neuroscience of art, demands an understanding of the interplay between artistic cognition, artistic production, and aesthetic experience. Most current research, however, looks at various aspects of art in isolation from the others. While these studies are ground breaking and illuminating, they are simply parts of a larger whole. In order to understand one aspect of art making, it is critical that neurosciences working in art understand the whole of the artistic experience.

    What is “Arts Based Research”?: Five Different Types of Research Projects | Room 3-092
    Young Imm Kang Song, Katina McClain, Meaghan Harrigan, Yamek Rizk, Julie Cangrand, Amanda Miller, GSOE Faculty and Students 
    Through five different projects, the audience will learn about different types of arts-based research approaches that focus on the arts, education, and social sciences. The research topics are: Collaging Connection to Place: An Autoethnographic Study in Place-based Identity and Community; Crafting Collective Memory: Using Objects and Storytelling to Make Meaning of Passed Down Remembrances; An Exploration of Life Narratives of Veterans; Dance As Healing: An Empowerment Tool For Emotional And Physical Wellness; and Exploring Cultural Identity through Poetry.

    The Girlhood Project 2.0: Bridging Intersectional Identities, Feminist Leadership, and Social Change | Room 3-094
    Adelena Marcus, Kaelyn Anderson, Puja Kranz-Howe, Anaëlle Séïde, Leidy Denise Aviles, CLAS Students
    Presenters will introduce The Girlhood Project’s approach to feminist leadership development. To engage the audience, we will lead the audience in an activity regarding themes of social activism and feminist praxis. We will examine our positions within structures of power and oppression and how, through the use of girls’ groups, we seek to challenge and dismantle those structures. We will end the presentation with a debrief, gathering the audience's thoughts and helping to process the activity.

    Mapping Mindfulness in Digital Culture with Contemplative Leadership | 3-098
    Erin Sheehan, Graduate Student
    Digital Mindfulness is the emerging practice of investigating the intersection of mindfulness with our digital culture. Individuals self-define and establish their own process of becoming digital stewards so that they can co-exist with technology for well-being. The presenter(s) will share their thesis work about creating social change through innovation and contemplative leadership on how digital mindfulness practices and programs can serve in the healthy development and usage of technology with youth, families and beyond.

    Life-long Learning and Leadership: "I Know More Than I Thought I Did" | Room 3-100
    Enid E. Larsen, Endicott College
    Many competent adult learners are riddled with the imposter syndrome. While much has been written about them, less is known about the facilitators of Prior Learning Assessment (PLA), a process by which adult learners petition college credit for knowledge acquired in the workplace. In empathetic spirit, this PLA director delves into her own experience of the imposter syndrome through narrative and visual autoethnography that explores the disorientation and transformational potential existing in parallel learning fields in both learners and facilitators.

    The Bachelor’s Degree as Social Change Agent: Leadership Lessons from Adult Students | Room 3-100
    Jen Serowick, LCAL
    This presentation provides findings from dissertation research on the phenomenon of adult degree completion.  Among the findings was participants’ perception that internal value and identity development were the most important outcomes of degree attainment.  The lessons learned in the study influenced the leadership of the presenter related to her own work as a higher education professional promoting social change through degree completion.  Additionally, the participants, through their stories, offer advice and leadership for other adults pursuing bachelor’s degrees.

    Do it Yourself but Never Alone: Creating Social Change from Punk to Politics | Room 3-101
    Joe Mageary, GSASS Alumnus and Adjunct
    In the spring of 2017, three punk bands organized a nine-state tour with an explicit social justice and direct action mission. This presentation will share ways in which DIY (do-it-yourself) punk culture is engaging in social activism as a response to social injustice. Using visual and audio examples from the tour, participants will learn how punk is using the arts for social engagement while providing a radical education in ways people of all ages can make grassroots social change.

    Global Perspectives in the US Social Justice Classes: Impact on Identity | 3-089
    Alexandra (Sasha) Watkins, Corliss Brown Thompson
    This paper explores the intersectionality of scholarly knowledge and personal identity development of the US graduate students and instructors in social justice classes, and advocates for including global perspectives into the curriculum.

    Autoethnographic Inquiry into Identity Transformation and Post-Traumatic Growth Following (TBI) and (PTSD) | Room 3-089
    Dee Phyllis Genetti, Graduate Student
    Posttraumatic Growth (PTG) is a phenomenon of growth in the aftermath of suffering extreme life adversities that challenges one’s core beliefs. Psychological well-being may be positively changed in domains of self-perception, relationships, and philosophy of life. My research is an autoethnographic inquiry into my journey of resilience, ongoing recovery, and identity transformation. I explore the phenomenon of PTG concurrently with my recovery as a survivor of a traumatic brain injury and co-occurring posttraumatic stress (PTSD) from a devastating car crash.

  • 11:10 am–12:00 pm

    Self-Discovery through the Personal Essay | Room 3-092
    Scott Sanders, CLAS faculty; Kai Barry, Charlie Clement, Katya Zinn, Leigh Kozak, Erin O'Shea; Evelyn Cameron, CLAS Students
    During the Fall 2017 semester, students in my Creative Nonfiction class shared their personal stories. The bravery they demonstrated was astounding. Students wrote about an array of experiences, including sexual assault, bullying, substance abuse, spousal abuse, and/or gender identity. Through the written word, students approached these topics in a variety of artistic ways, and by doing so, discovered their own voices, discovered their power, discovered that their words matter and can help and/or inspire others. Most importantly, students discovered themselves.

    Leadership in LGBTQ Research and Practice within Counseling Psychology | Room 3-094
    Sue Motulsky, Sidney Trantham, Kimberly Cherry, Maura McCullough, Carla Rosinski Sue Motulsky and Sidney Trantham, GSASS, faculty; Kimberly Cherry, Maura McCullough, Carla Rosinski, GSASS doctoral students
    Leadership in research on LGBTQ community issues involves initiating critical social justice research agendas that inform and guide clinical practice. A panel of counseling and psychology faculty and doctoral students discuss their LGBTQ research agendas related to issues such as queer identity development and bisexual erasure, family dynamics and parental grief during a child’s gender transition, healthy sexuality in transitioning individuals, transgender career development and advocacy, and trans-affirmative therapy for families with transitioning or gender questioning children.

    Haiti: Step Back, Leap Forward (performance) | Room 3-097
    Rocky Cotard, LUCAD Student
    Step Back Leap Forward seeks to lift the veil for art colleges, realizing that art must interact with different cultures and place itself fearlessly in misrepresented environments to expand the mind of its audience. To move forward, we must listen to the unheard. This presentation, will give a history of Haiti with a focus on its triumphs. Then display the project, STLF, in collaboration with Haitian artists and youth in Haiti creating imagery to positively promote the culture.

    Spanish CLIL Teachers Integrate: Arts, Language and Content (performance) | Room 3-098
    Enid E. Larsen, Endicott College; Gene Diaz, Lesley University; and Jay DiPrima, Endicott College
    This Reader’s Theatre presents qualitative research of an arts-integrated professional development program for bilingual Spanish elementary teachers from La Comunidad de Madrid, Spain. The exploratory and descriptive research explores drama as a teaching and learning medium through language and curriculum development, and enhancement of 21st Century skills: communication, collaboration, creativity, and critical thinking.

    Expanding the Box | Room 3-101
    Nico Scavone, GSOE Alumnus
    Teaming up with the other two classrooms, we decided the English Learners would present to the Pathways students about where they are from their language and their culture.  Afterwards the Pathways students would make simple recipes, using pictures, sign language, symbols, and other various forms of AAC, related to the various cultures, so that we could all make and share together, learning from each other.

    Using Mixed Reality Avatars for Inclusive Teacher Preparation | Room 4-011
    Maureen Creegan-Quinquis, Tina De La Cruz, GSOE
    Despite taking and passing teacher preparation courses and MTELs, pre-service teachers in teacher preparation programs often struggle with the dispositional aspects of delivering anti-bias, culturally competent social justice curriculum. To improve preparation, the Graduate School of Education is using a virtual classroom simulations, to provide students with critical practice time. This approach includes practice with classroom management, parent-teacher conferences, and social justice issues. In this presentation, you will see the simulation of a middle school classroom in action.

    Dance as an Ethical Icon of Moral Action and Communal Responsibility | Room 3-087
    Donna La Rue, CLAS Alumna and Adjunct

    Participants will engage in group and individual movement activities related to the physical aspects of “leading," such as inhalation, deliberate action, inclusivity, and ongoing pastoral awareness of cohort abilities and limitations. Warmups drawn from a range of movement options and a diverse folk/Western dance vocabulary will inform the activity’s dimensionality and offer patterning options for cooperative interaction. Analytical comments and experiential expressions will be elicited, with reinforcement for learning statements that encourage active, centered, focused leadership styles within the groups.

  • 12:00-1:00 pm: Performance, Installations, and Posters

    Performance | Amphitheater

    A Possibility for Light 
    Daniel Burmester, GSOE, and others
    An ethnodrama created from a research project titled "Awe Within Human Experience." The purpose of the study was to provide the researcher with a deeper understanding for how people experience awe in their lives. I transformed my original data into an ethnodrama so that the impact of the experience of awe could be received more fully and immediately.

    Installations | Room 2-048

    Hashtag Meta: Dissecting the Ways Social Media Mimics Aspects of Mental Illness
    Britney Segermeister, Graduate Student
    Abstract Expressionist photographs that explore the visual representation of the effects of social media on the millennial generation’s personality. These conceptual images merge the tangible and digital for a unique visual experience.

    Cross-Cultural Virtual Exchange: Innovative Learning for Social Change (Please Note: This will be held in Room 2-141)
    Jo Anne Hart, GSOE and CLAS Faculty
    Live demonstration of a learning platform for international real time video exchange with undergraduate students living in the Middle East, Europe, and around the US. Each student is grouped with international peers for two months of structured and moderated collaboration. It is being piloted at Lesley University in Modern Middle East History. It is run by the international non-profit organization Soliya, which is working in 30 countries with 150 universities.

    Lesley 2030: The Influence of a Community-Engaged Strategic Planning Process on Institutional Identity and Development
    MaryPat Lohse, Kelsey Andrade, Milena Damianova-Tibets, Administration
    At the mid-point of our strategic planning process, we will explore the role of community engagement and its influence on institutional identity and development as it relates to the progression of Lesley 2030. Guided by Edith Lesley’s legacy and vision, we reflect upon the impact of contributions from the Lesley community and how they have played an integral role in the work completed to date. We will share contours that have emerged from these efforts and our mid-process reflection, in an effort to spark further community-wide dialogue around the future of Lesley University.

    Making Visible: More of the Picture
    Sarah Slavick, LUCAD Faculty
    On International Women’s Day 2017, I began a project of showcasing women artists on Facebook, posting a photograph of the artist alongside an image of their work. As of the completion of the project one year later, thousands of artists have been posted. With one selection from each day of postings, I will exhibit the work over 300 women artists and give a short description of the aims and results of the project.

    Posters | Room 2-078 and Atrium

    How Can Technology Inform, Promote Understanding, and Spark Discussion about Social Change?
    Maureen B. Yoder, GSOE Faculty
    Technology can be a powerful tool, and there are responsible developers who are creating informative, thought provoking materials to encourage culturally responsible attitudes and behaviors and stimulate dialog about social justice. At this poster session, you will gain hands-on experiences with virtual and augmented reality apps that will amaze you with their realism and inspire you with their potential.

    Co-Constructing Knowledge- Re-framing Teaching and Learning
    Alicia Arendt, Kori Bardige, Graduate Students
    In a recent pilot study exploring the connections between teaching and learning, a majority of teachers agreed that there was an interconnected or mutual relationship between teaching and learning. As researchers, we have attempted to define and redefine this relationship and examine the roles of teaching and learning within PreK-12 classrooms. In this poster session, we will share both our model of co-construction and preliminary data collected from 50 teachers in various education settings ranging from early childhood to universities. We hope to spark an ongoing dialog with educators about the pedagogical implications of our emerging model of co-construction.

    The Decade that Created the Modern World
    Art Bardige, Trustee
    In the middle of the 19th century rests a decade unique in all human history, when every discipline was reinvented, and knowledge was revolutionized in arts and sciences. This explosion of new knowledge, the foundation for our modern world, caused by a single idea, lets us see the fundamental unity and pattern to human invention. We explore this wondrous decade, the unique idea that made it, and the connections it illuminates across the history of knowledge.  Taken from my book, Elegantly Simple: On the Future of Knowledge.

    The Multidimensional Connection between Second Language Acquisition and Neuroscience
    Carolyn Peterson, GSOE Student
    My project explores the multidimensional relationship between second language acquisition, clinical neuroscience imaging, and education. The research explores the clinical neuroscience imaging and activation of specific brain region(s) during the second language learning process; educators can use the research to understand the impact on their adolescent and adult students’ learning of English. The interrelationships provide valuable insight into the multifaceted connections between the clinical neuroscience, second language development, and cognition. These relationships, therefore, are integral to understanding second language development.

    The Effect of GSAs in High Schools
    Chase Lydon, CLAS Student
    How does the presence of GSAs in high schools lead to a decrease in drug use? How does it lead to an increase in the overall acceptance experienced by students? This presentation offers statistics gathered in schools and analysis of how certain elements of a GSAs presence in schools affect students. Those who attend can expect an explanation of GSA events and actions, and various resources.

    The Intersection of English Language Development and Sheltered English Instruction
    Deana Bardetti, GSOE Faculty
    In Massachusetts, the role of both English as a Second Language (ESL) and content teachers  has changed in response to the RETELL Initiative of 2012. While K-12 content and special education teachers are now required to acquire the Sheltered English Instruction Endorsement, the requirements for earning an ESL teaching license are becoming less rigorous. This poster provides a description of the current requirements of ESL teacher education in comparison to the past decade.

    Rites, Rituals, and Leadership - in the Indigenous Cultures of East Africa
    Fikremarkos Desta, Graduate Student
    In the indigenous cultures of East Africa, leadership has a paramount importance. The people understand living organisms, such as termites and bees, that have leaders in their kingdom. The indigenous people also have a system of leadership that strengthens with traditional rites and rituals, and forms a connection with Mother Nature. This presentation will show the balance and interconnectedness of the rites, rituals and leadership, and will be supported by photographs and ethnographic documentary film.

    Ego Development, Defense Mechanisms, and Adaption in Transgender and Gender Nonconforming Individuals
    Jack Girardi, Graduate Student
    This presentation will explore defense mechanisms and ego development in transgender and gender nonconforming individuals.

    A Visual Tool for Interdisciplinary Investigations
    James O'Keefe
    Gapminder is a dynamic scatter plot tool that allows students to observe trends over time in the relationships between different variables for over 200 countries and territories. Students look for trends that they would like to study further, and conduct research regarding the historical, social, environmental, or cultural explanations for the patterns they observe. Student work with Gapminder will be displayed and discussed in this presentation, and participants will have a chance to explore Gapminder.

    Engaging students In Social Emotional Learning through Young Adult Literature
    Kenzie H. Moniz, Robert Forrester, Undergraduate Students
    As educators, we have responsibility for teaching the whole child. The importance of addressing social-emotional competencies in the classroom is paramount in developing the hearts and minds of young adults. Through the pairing of Young Adult and classic literature in the classroom, we hope to provide our students with a mirror to examine themselves and a window to look into the lives of others.

    Social Media's Influence on Adolescent Identity
    Kerri Doble, Graduate Student
    Social media has a significant place in the lives of today’s teens, a time when they are actively thinking: who am I, what do I think, where do I belong, what do we mean to each other?  My work examines how the digital stress from social media use influences adolescent relationships. The goal is to raise awareness and share knowledge in hopes it will encourage teens and adults to make a proactive effort to improve relationships and futures.

    Creative Approaches to Enhancing Relationships with People with Dementia
    Meg Chang, Donna Newman-Bluestein, GSASS Faculty
    An innovative dance/movement therapy and Laban Movement Analysis research project found that nonverbal communication training strengthened relationships between caregivers and persons living with dementia. Using the arts for social engagement supports culture change in caring for elders and people with cognitive decline. Advocates for people with dementia and their families recognize how dance and embodied caregiving enhances well-being, helps to maintain a sense of identity, and supports continuity within the community of caregivers.

    Embodied Compassion in Teaching--Subversive Dismantling of Inequity
    Melanie Brown, GSASS Graduate Student
    The Embeing model, illustrating an “Embodied Compassion in Teaching” methodology, will be presented. The Embeing model is the foundation of a training series to credential teachers who develop enriched abilities in three main areas: a compassionate embodied presence (awareness of the body as an oppressive agent, embodied cognition explorations etc.); a deepened bio-socio-cultural understanding of human development and practices that support healthy connection (trauma-sensitive, self-care, mindfulness, non-bias, and restorative practices); and a commitment to reflective practice.

    Developing New Apparatus for In-situ Vermicomposting and Varying Diet Parameters to Understand Optimal Conditions for Soil Fertilization
    Nataliya Ryzhenko, CLAS Staff

    As a pilot project, we created a small in-situ vermicomposting apparatus that can be used in a home or at a small farm. In this setting, we need to ensure that the setup does not produce repulsive odor, since it is meant to be kept indoors. Also, the setup should be easily maintained: the food waste easily added, and the bedding kept moist. The final project will be completed outdoors in the Lesley community garden. In the outdoor setting, there will be additional parameters to consider. We need to protect worms from predators, prevent weeds, and over-watering.

    Metacognition at the Program for the Advancement of Learning
    Philip Hulbig, GSOE PhD Student
    This workshop outlines the findings of a study of how metacognition is defined and used by practitioners at Curry College's Program for the Advancement of Learning (PAL). Several distinct approaches to metacognitive practice in education are discussed through the lens of inter-personal, intra-personal, and socially constructed learning processes. For this study, I  interviewed three of the PAL program’s faculty.

Afternoon Events

  • 1:10–2:00 pm

    CLAS Research/Conference Grant Application Workshop | Room 3-087
    Brooke Eisenbach, Anne Elezabeth Pluto, CLAS Faculty
    The College of Liberal Arts and Sciences now offers grant awards for students who are conducting research or presenting/attending area conferences. This workshop is intended for CLAS students and faculty mentors as a means of detailing the purpose of the CLAS grant, providing assistance with the grant application process, and to answer questions regarding applicable research and conference expenses.

    Students Leading Students' Learning: A Preteen Summit on Social-Emotional Literacy | Room 3-089
    Eva Bloche, Kevin Ngo, Emmanuella Fede, Lisa Fiore, CLAS Students and Faculty
    What happens when students are empowered to lead their own learning? How can college students create an atmosphere where children understand and guide their social-emotional learning? This workshop presents a plan for action, designed by college students. As protagonists in their own development, children will experience an immersive conference with peers from different schools. The conference will feature workshops, panels, and open project spaces. This session offers a preview of the summit experience, and a chance to shape the plan.

    Expressive Flamenco: Healing Possibilities with the Art of Flamenco | Room 3-092
    Angelica Pinna-Perez, Laura Sanchez
    Presentation of an auto-ethnographic arts-based research project that explores the healing possibilities of flamenco, an art form that is born of profound emotions, facilitating the process of self-knowledge and allowing individuals to find their true identity, their duende. Learn about the roots of flamenco, get detailed information about the method and results of this research, and get an opportunity to personally experience the healing power of flamenco at the closing of this workshop with an embodied experiential.

    The Effects of Rhythm for Social Emotional Learning Skills Development (performance) | Room 3-094
    Jonathan Mande, LCAL Student
    An interactive presentation using drums. Music brings all people together and at its core is rhythm. It makes available a space for joy, to fully express love, build bonds, and strengthen our individual spirits. When used intentionally, music heals and is a powerful agent for political change around the world. If we develop our internal rhythm through listening, communication, collaboration, and self-expression, individuals may embody the biological constructs of music, for their own social-emotional wellbeing.

    An Intermodal Approach to Identity Formation and Empowerment in the Latina Community | Room 3-098
    Amanda Bravo, GSASS Student
    For many in the Latinx community, the question of “Who am I?” depends on skin color, gender, hair texture, accent, and other factors that distinguish you as non-Caucasian, rather than on how many languages you speak, how well you can dance, or how deeply you love. Many identity reflections are tailored to the majority group, leaving many Latinx individuals left out. This workshop was inspired by Latinas and their right to reclaim their narratives through the use of music, art, dance, movement, writing, and more.

    Lesley University and UNITWIN: International Network on Life Design and Decent Work | Room 3-100
    Donna M. San Antonio, Meenakshi Chhabra, Marion Nesbit, Raquel Stephenson, GSASS Faculty
    The UNESCO-UNITWIN (university-twinning) international collaboration is committed to research, innovative leadership, and education, focusing on concerns related to access to work and working conditions for the most vulnerable groups at a time of increasing economic and political instability and inequality. A year ago, Lesley University became the only university in the country to join this effort. The panel presentation will update attendees on the initiative. Join the conversation to explore opportunities for expanding Lesley faculty and students' engagement in research, education, and leadership.

    International Students' Perceptions of Challenges at Universities in the United States | Room 3-101
    Yiran Li, CLAS Student
    International students in US universities face many challenges. My project, a pilot study conducted in 2017, explores international students’ perceptions of these challenges. After presenting major themes in the existing literature, I present the results of in-depth, qualitative interviews of two international students from Korea and China, as they reflected on their experiences in U. S. higher education.

  • 2:10–3:00 pm

    LEAD Revisited: Reflections on Feminist Leadership Development for Women Faculty | Room 3-087
    Cahill, Direiter, Govendo, Hart, Mertl, Nesbitt, Rutstein-Riley, Roth, Schall-Leckrone, Spadorcia, Steckel, Zarate GSOE, GSASS Faculty
    This roundtable with members of a women’s feminist peer-mentoring group at Lesley will explore the impact of a feminist group process on women’s leadership development. Members will share narratives of personal and professional growth, including  lessons learned, and will discuss potential for this model for future work.

    Fostering Student Engagement, Skills, and Connections Through Peer Review/Critique Across Disciplines | Room 3-089
    Summer Clark and Liv Cummins, CLAS Faculty; Lisa Spitz, LUCAD Faculty; Katarina Keown and Jesse Schoaf, CLAS Undergraduates; Linda Pursley, Assessment; John McCormick, eLIS
    In this interactive session, our panel will share findings from our exploratory study on peer review/critique and metacognitive strategies. We will share our Peer Review Protocol, a tool intended to enhance student work and help achieve broader goals, including strengthening engagement, skills, and connections with peers and the university. We will invite audience input on effective peer review/critique practices and ways to change the paradigm of peer review/critique in the college classroom.

    Leading from the In-Between Spaces: Disabilities, Leadership, and Identity (performance) | Room 3-092
    Xochitl L. Mendez, GSOE Student
    The daily lives of individuals challenged with physical disabilities shed light on the intersections, as well as the friction and tension, between the identities individuals forge and the identities society assigns to them. In this presentation, I will explore these fault lines by using my own experiences with disability, scholarly research, my pedagogical work, and art. Further, I will discuss how individuals can become leaders by simply carrying on, demonstrating to society what may be presumed assumptions and imagined limitations.

    On the Path of Social Justice: Advancing self-awareness as social justice competency | Room 3-094
    Deb Spragg, GSASS Faculty
    The first component area of Diane Goodman’s “Cultural Competence for Social Justice” framework is “self-awareness.” Training in self-awareness as a social justice competency necessarily includes the acknowledgement of implicit and unconscious forms of bias, and internalized dominance and oppression. We will look at tools, including mindfulness practice and affinity groups, that support this advancing of self-awareness in the service of social justice.

    Teacher Inquiry: Empowering Youth Allies through the Arts Workshop | Room 3-098
    Elena Rossen, Chelsea Ruscio, Graduate Students
    In this presentation, we share our experiences leading a series of arts-integrated lessons addressing the difficult topics of allyship and discrimination in two third grade public school classrooms. We will describe our observations of student responses, as well as our own journeys as preservice educators learning to integrate anti-bias and anti-racist pedagogies into our teaching. In addition, participants will have the opportunity to take part in a short role play demonstration.

    Bringing Dis/ability Identity into the Curriculum & Pedagogical Practices for Social Change | Room 3-100
    Janet Sauer, Simone Dupont, Molly Wolber, Lizzy Bellin, Cassidy Donahue, CLAS Faculty, Alumni, and Students
    We seek to collaborate with leaders of the Lesley University who endeavor to bring forth greater equity on campus. In addition to identities of race and class, we advocate for the inclusion of dis/ability identity markers when working toward creating an inclusive learning community. Our panelists will share research and social action projects related to the intersections of disability, sexuality, and gender.

    Leading with Compassion: Support for LD Students' Identity, Academic Success, and Social Integration | Room 3-101
    Kristin E. Capezio, Katy Angelone, Graduate Students
    This program includes a presentation explaining the social and academic challenges students with a language-based learning disability face. It addresses the role of the compassionate leader in coaching and training teachers to support LD students. Throughout the presentation are activities that involve people getting up and engaging with one another to simulate the LD students' struggles with communication and social integration.

  • 3:10–4:00 pm

    Passing the Baton to Future Leaders: Faculty to Teacher Leaders to Students (Paper) | Room 3-087
    Valerie Harlow Shinas, Judith Zorfass (B), GSOE Faculty
    In this session, the authors share a shift in understanding of their role as faculty. This led to an emerging model of cascading leadership, in which the leadership process can be developed and passed on from course instructor to graduate students—and, ultimately, to the students they teach. Like the passing of the baton from one runner to the next, faculty who are aware of their own expanded leadership roles become better able to empower tomorrow’s teacher and student leaders.

    Visual Influence and Youth Empowerment | Room 3-092
    Rebecca A. Cote, Graduate Student
    This workshop will provide an overview of the importance of developing visual intelligence in adolescents in order for them to become more aware of the influences commercial and social media have on the ideas they form about themselves and the world.  Using art-making as an approach to understanding image manipulation intended to influence our thinking will provide youth with strategies to critically assess their visual consumption.

    Siblings of Individuals with Disabilities: Implications of Gender Roles and Informal Caregiving | Room 3-094
    A. Olivia Jarvis, CLAS Student, Joshua Baldwin, CLAS Faculty
    This research paper explores an intersection of gender and disabilities from a unique perspective. The sibling perspective is often overlooked, as is the caregiving experience. In this paper, we aim to uncover the implications of traditional gender roles on informal caregiving, hoping to draw conclusions about how those experiences may influence the sibling relationship.

    Picturing Health Picturing Life: Narratives of Living with Type 2 Diabetes (Paper) | Room 3-094
    Sarah Gurley-Green, GSOE PhD Student
    Black American women are twice as likely to be diagnosed with type 2 diabetes (T2D) and 2.5 times more likely to die from T2D. These stark statistics tell us the “what” of the disparity in outcomes for women with T2D, but not their stories and illness experiences. This narrative illness study provides a framework for fourteen Black women to powerfully express the complexity of their experience. These stories of illness shed new light on the statistics of health inequality.

    Haiti:  Black Leadership, Art, and Life | Room 3-098
    Danielle Legros Georges, Helen Joseph, Anaëlle Séïde, Rocky Cotard, Mosheh Tucker, Faculty and Students
    Join Lesley students and faculty in a discussion of the leading role Haiti has played in struggles against slavery and colonialism in the Americas and globally; its historic and consistent rejections of white supremacist values and dangerous stereotypes in the contemporary moment; and the lived experiences of Haitians working as artists, therapists, learners, teachers here at Lesley, who draw on pioneering Haitian models of epistemology and ontology—on Haitian sources of strength, community, resilience, and vision. Images will also be projected.

    The Right to DREAM:  Educators Supporting Undocumented Students in Boston Public Schools | Room 3-100
    Heidi K. Rausch, Claudia Martinez

    Who is an undocumented student? What are some of the challenges these students face? What are some immigration policies that relate directly to undocumented students? What can I do to help?

    Using Literature as an Avenue for Social Justice in the Classroom | Room 3-100
    Kathryn Contini, Graduate Student
    This presentation will share practitioner research on the impact of using literature to engage readers in discussions around social justice and change. Children's literature and other resources for teaching themes such as civil rights will be shared. Background on the development and the implementation of this unit will be shared by the presenter as well as a few students. This presentation will also highlight insights gained through observation, exit tickets, other artifacts, and student conversations.

    Public Art within a Changing Political Environment | Room 3-101
    Karen E. Frostig, GSOE Faculty
    In this session, we look at how Austria’s changing political landscape impacts funding for public memory projects. The paper evaluates support for a new memorial project at Austria’s War Memorial in Vienna’s first district. I hope to create a new generation of naming memorials that includes a spectrum of new technologies, bringing context and story-telling to the process of memorialization.

    Socially Engaged Practice: Three Artists | Room 3-101
    Susan Ashbrook, LUCAD Faculty
    To address challenges of the contemporary world, increasing numbers of artists are investigating ‘socially engaged practice’: striving to create social or political change through community-based or participatory art projects outside of traditional gallery spaces. My presentation highlights collaborative projects by Suzanne Lacy, Theaster Gates, and JR, who provide leadership to stimulate grassroots communities to address their own problems through creativity and cooperation.

  • 4:10–5:00 pm

    Creating Visual Responses as a Tool for Greater Student Engagement and Understanding | Room 3-087
    Martha Barry McKenna, Creative Commons, Christoper Strickland, PhD Student
    Integrating creating in the visual arts in a course on aesthetic encounters with the fine and performing arts has lead to deeper student engagement and understanding. Drawing upon selected art works by undergraduate students, we will demonstrate how students’ perception of aesthetic elements across the visual and performing arts deepened through visual art exercises. Participants in this workshop will explore how engaging in creating.

    Wellness & Psychoeducational Empowerment: An Innovative Approach to Mental Health & Education | Room 3-087
    Myisha R. Rodrigues (B), GSASS Student
    This presentation will provide an opportunity to share innovative practices in direct service as well as professional and program development on socio-emotionally focused content in college access and career development. Attendees with interest and/or expertise in school counseling, teaching, social work, mental health counseling, and leadership will glean insightful takeaways and engage in thought-provoking dialogue that will impact not only them as participants but also elements of their work as leaders and/or practitioners.

    Anxiety and Alternative Facts: An Arts-Based Critical Social Improvisation Project | Room 3-089
    Rebecca Zarate, Talaye Zarafshandardaky, and Brooke Rutstein
    This arts-based, music performance project responded to concerns on campus from recent political and social events. It examined the concept of “alternative facts” and how it relates to the collective feelings around truth and falsification. It explored applications of clinical improvisation and the concept of collective anxiety as a social phenomenon expressed through music, dance, and visual art. It was part of an on-going larger research project on anxiety and wellness/mental health on campus.

    Empowering Elementary School Students to be Social Activists | Room 3-092
    Angela K. Raimo, Graduate Student
    I have been a transitional bilingual education teacher for two years, and a bilingual special education teacher for K-3 prior to that. This workshop will assist participants in how to create social activism opportunities in the elementary school classroom, focused on first grade. Students who attend inner city public schools can understand social justice and actively make changes through social activism. Our diverse students need to be empowered through expectations that they will be the change they wish to see.

    Emphasizing with "The Other": Visualization and Perspective Taking | Room 3-094
    Liv Cummins, CLAS, Lisa Spitz, LUCAD
    Creating and analyzing visual artifacts, according to research and our experience, offers students the ability to understand and empathize with diverse perspectives. A critical component of perspective taking is the ability to imagine the world from an “other” point of view. In this presentation, we’ll demonstrate teaching methods and outcomes from two different courses, wherein students were asked to use and/or create visual artifacts to understand people, places, and cultures.

    Shakespeare for Bullies | Room 3-098
    Cheryl Eagan-Donovan, Faculty
    Shakespeare for Bullies uses the canon to address gender identity, sexual preference, and bullying behavior in schools. The curriculum is being developed by filmmaker and faculty member Cheryl Eagan-Donovan for use with the documentary film, "Nothing is Truer than Truth." This workshop will invite participants to explore the potential for this program as an educational resource and offer insight from their own experiences using Shakespeare in the classroom.

    The Expressive Therapies Continuum Coordinate System: Quantitative Data in Expressive Arts Therapies | Room 3-100
    Joyce Gendler, Angelica Pinna-Perez, GSASS Student, Faculty
    This workshop proposes new approach for expressive arts therapists to assess and gather quantifiable data. By reimagining Lisa Hinz’s Expressive Therapies Continuum as a coordinate system, an expressive arts therapist can track, through numeric value and visual mapping, shifts in a client’s information processing, human development and creative intelligence. By the end of this workshop, participants will have learned and experienced how this system could shift their work as expressive arts therapists and researchers.

    WonderLab: Lesley University STEAM-based Lab School | Room 3-101
    Susan Rauchwerk, Gail Cahill, Barbara Govendo, GSOE Faculty; Amy Mertl, CLAS faculty; Laura Kathrein, Nguyen Tran, Amanda Miller,
    Rebecca Campbell, Jessica Ricordi GSOE Students; Brianna Fougere, Francesca Katz, Katherine Carpenter, CLAS Students, Tuesday WonderLab Students
    WonderLab is a 21st century model for university lab-schools, where students can engage in authentic, hands-on STEAM (Science, Technology, Engineering, Arts, and Math) activities. Lesley University science and science education faculty collaborate with graduate education, therapy, and arts students and undergraduate environmental studies, business, and education majors to develop and implement WonderLab. The panel of Lesley faculty and students, along with WonderLab student participants, will discuss the vision, development processes, challenges, accomplishments, research and evaluation through vignettes and examination of artifacts.

  • 5:00–5:30 pm

    Reception in University Hall Atrium

  • 5:40–6:30 pm

    What’s the Real Bottom-Line? Cultivating Compassion: Leading from the Heart in Memory Care Facilities | Room 3-087
    Paula Webster, Laurie Smith, Graduate Students
    Mindfulness-based practices are commonly taught to residents at many memory-care and assisted living communities. Our work gives cause for consideration that a holistic, compassion-based approach of delivering care—a “heart-wired” approach—is good for the patient and the entire organization. The approach supports the health of the patient, their family, the staff, and the organization itself.

    Poetry of Witness: To Elevate a Sense of Humanity | Room 3-089
    Robbie Gamble, Eileen Cleary, Michael Mercurio, Staff/Research
    In turbulent times, people often turn to poetry for clarity or guidance. Poetry of witness can shine light on poems of injustice, and help to articulate feelings of confusion, empathy, and rage.  In this panel, three graduates of the Lesley MFA in Creative Writing program will discuss the process of bearing witness through poetry, with examples of some of their favorite poets, and will also share some of their own work.

    Sidewalk Math: An Innovative Approach for Engaging All Children in Mathematical Learning | Room 3-092
    Martha Barry McKenna, Creativity Commons; Siobhan Dennis, Worcester Public Schools; Maureen Loony, Worcester Public Schools; Merideth Ekwall, Holliston Public Schools
    In Fall 2017, Lesley University’s Creativity Commons partnered with 20 kindergarten teachers and their 6 principals to form the Early Childhood Math Collaborative Inquiry Project to study the impact of the use of Sidewalk Math carpet patterns on children’s development of numbersense. In this session we will explore this innovative approach for mathematics education; engage in a discussion on the strategies, activities and lessons created by kindergarten teachers; and examine findings on the impact on the development of children’s numbersense.

    Immigrants and Educational Institutions: Family and Student Perspectives Toward School and Education | Room 3-094
    Paul Naso, Kimberly Joyce-Bernard, Marcelo Juica, Frank Rothwell, GSOE Faculty and Students
    Panelists for this session will bring together insights from three qualitative research studies: an inquiry into native Spanish-speaking parents’ experiences regarding their children's education; a narrative analysis of Francophone African-born adult family members’ accounts of their children’s language and literacy development at home and in early childhood programs; and a study to identify the obstacles and challenges of undocumented students enrolled in public and private higher education institutions.

    Together through Loss:  A Partnership with Cambridge Community Center, Lesley and HEARTplay | Room 3-098
    Jennifer Wiles, Shade Alfred, Alejandra Salazar, Lesley University;  Rachel Kinch and Latifah James, Cambridge Community Center; Ashley Griffin, RN, CareGroup Parmenter Hospice
    The panel will discuss a collaboration between a free children’s bereavement program, HEARTplay, and Cambridge Community Center, an established center in Cambridge’s Riverside neighborhood. Working with Lesley University faculty and graduate student interns, this project has provided opportunities to develop leadership skills and empowerment to staff, facilitators and participants. Growth has occurred through reciprocal responsiveness to the needs presented for programming design, development and implementation. An experiential will illustrate themes of self /other awareness, emotional literacy, and resiliency.

    Addressing Bodily/Kinesthetic Practices in Dance/Movement Therapy Programs (PhD paper) | Room 3-100
    Nancy Jo Cardillo, GSOE PhD Student
    This dissertation presentation involves field-based, mixed methods research concerning ways accredited Dance/Movement Therapy graduate programs consider core bodily-kinesthetic concepts and train students for clinical practice. The session addresses findings from interviews with program leaders and web pages regarding program conceptualization of bodily-kinesthetic concepts and employment of experiential processes, including performance, in teaching. Implications for clinical practice based on the American Dance Therapy Association’s standards for education and how programs view the relationship between kinesthetic empathy and body image are considered.

    Action Research and Teacher Voice: A Pathway for Transforming our Schools Into Learning Organizations (PhD paper) | Room 3-100
    Susan Inman, GSOE PhD Student
    PreK-12 schools face increasing complexities such as accountability, diversity, closing the achievement gap, and working in an era of standards-based reform. The purpose of this inquiry was to understand teachers’ experiences with one type of learning experience, action research, and to investigate the impact of this experience on the teachers’ practice and voice. The presentation will include: the research problem, purpose for my study, the research design, methodology and data collection methods, and the findings and implications of my study.

    Violence against Women: Representations, Interpretations, Explorations/Education | Room 3-101
    Meenakshi Chhabra, Lisa Fiore, Sonia Perez-Villanueva, Catriona Baker, Faculty
    The initiative "Violence against Women: Representations, Interpretations, Explorations/Education" is a call for action to put a stop to violence against women. During this presentation, we will talk about the different steps of the initiative and we will introduce the exhibition and conference scheduled for November 8 and 9. The objective of this event is to provide a platform for scholars, artists, and activists to explore the interplay between global representations of violence against women, and historical and contemporary discourses.

  • 6:40-7:30

    Challenging What We Know: Making Space for Multiple Voices using Critical Literacies | Room 3-087
    Barbara Steckel, GSOE Faculty
    Attendees will discuss the challenges associated with creating spaces where all voices are heard. We will learn and practice strategies for reading and thinking aloud using questioning techniques and reader response to support deep thinking about perspectives, both explicit and absent. Teachers will analyze texts, visual images, and embedded messages to understand the voices of the underrepresented. The session provides an appropriate model for teaching critical comprehension and facilitating critical discourse for young adolescent and upper elementary level students.

    Teacher-Scholars as Classroom Leaders: The Power of Inquiry |  Room 3-089
    Gail Cahill, Beverley Evans, Barbara Govendo, Linda Lengyel, GSOE Faculty
    Teachers are scholars. This presentation highlights teacher candidates and alumni of the graduate special education licensure programs by presenting their action-research inquiry projects completed during practicum. Faculty will discuss the Teacher-Scholar Showcase that is infused into the practicum, which creates a scholarly community that engages teacher candidates in the dissemination of their scholarship. Current teacher candidates and alumni will present their scholarship using a highly interactive format, giving them another opportunity to disseminate their scholarship as classroom leaders.

    Leadership, Value, and Identity Development for Doctoral Student TAs | Room 3-094
    Caroline Heller, Katina Fontes, Tessa Bry, GSOE PhD Faculty and Staff
    We will examine the values we experienced from co-teaching a doctoral seminar on the nature of formal academic inquiry. Together, we look at the pedagogical value of our collaboration as it affected giving writing feedback to new doctoral students, as well as the scholarly value of immersing ourselves in the philosophical concepts that undergird academic research. Our intended audience is the doctoral community at Lesley, as well as students interested in entering doctoral work and faculty interested in mentoring doctoral students.

    Documenting the Visual Literacy InFUSION Project through Mini Learning Stories | Room 3-098
    Martha Barry McKenna, Chris Clark, Janet Sauer, Andre Ruesch, Ellen Schon

    The Visual Literacy InFUSION Project is a professional development program designed to increase the creative teaching and assessment of learning in visual literacy. Lesley University created a model for integrating learning experiences in which visual literacy is infused across the liberal arts and sciences disciplines and professional majors. Faculty Fellows will discuss the impact of this program on their personal and professional development as educators as well as sharing mini learning stories using images and text to document their development.

    How Language Variety and Motivation Impact Acquisition in Adult Learners of Portuguese (PhD paper) | Room 3-100
    Giuseppe Formato, GSOE PhD Student
    Results of this qualitative dissertation research indicate the Portuguese language variant being taught can affect the motivation and language acquisition outcomes of adult heritage learners in significant and surprising ways. Some participants even experience “visionary” episodes involving their ideal future identities. Sprinkled with rich exemplary quotations from the 20 participants interviewed, this presentation explores social, cultural, and psychological factors that influence heritage learners, and recommends ways instructors can lead a cross-cultural approach to language teaching.

    The Impact of Trauma on Development and What Educators Do About It | Room 3-100
    Jennifer Etesse Herring, GSOE PhD Student
    Educators, policy makers, and scholars in the field of education across the country are engaging in conversations about the importance of effective support in schools for female survivors of sexual assault. In this workshop, we will begin opening dialogue about how educators can be more intentional about identifying girls in schools who  may present as having experienced sexual trauma, and how to create a culture of advocacy in schools about the issue.

    Portraits of Perseverance:  Examining Identity While Crafting Picture Book Biographies with Third Graders | Room 3-101
    Mary Ann Cappiello, Erika Thulin Dawes, Lorraine Bronte Magee
    This session will describe how a biography genre study evolved into a rich opportunity for third grade students to learn more about the identities and life stories of members of their community as they became biographers themselves. We will share the beliefs that guided the unit design, students’ responses to biographies as readers, students' experiences interviewing community members, and the student-produced picture book biographies.