Stacia Kock

10th Annual Teaching & Learning Conference, Salisbury University

As outlined by AACU, integration of high-impact practices (HIPs) can lead to improved levels of active student learning, student-faculty interaction, and campus engagement outside the classroom. The Honors College at Salisbury University seeks to offer a range of HIPs for students across their four years, including, but not limited to Living Learning Communities and study abroad experiences. A core tenant of the Honors College curriculum is HONR 111, a course that combines two HIPs: a first-year experience course structure and a focus on undergraduate research. While previous Teaching and Learning Conference presentations provided information about the successful first-year experience nature of HONR 111 (Spring 2018), this presentation examines the course’s core focus on undergraduate research. Specifically, this presentation will provide a detailed discussion of the development and execution of the HONR 111 Student Research Conference, a unique opportunity for students to develop early their involvement with undergraduate research practices at SU.<br>Modeled based on the annual Salisbury University Student Research Conference (SUSRC), the Honors 111 SRC allows students space to present a poster or oral presentation of their HONR 111 research to an audience of peers and faculty. Students gain an appreciation for the research process by submitting abstracts and presenting their preliminary work in advance of completing the research process and generating their final product. As such, the conference serves as the first opportunity for students to develop skills as undergraduate researchers and practice presenting research findings in a scholarly venue. By partnering the SRC with a first-year experience course, the Honors College is able to craft a shared learning experience that presents the diverse research interests and outcomes from a range of FYE courses. In addition, by recruiting faculty moderators from across campus, the SRC creates increased opportunities for students to mingle with potential research mentors and expand their academic areas of interest. This presentation welcomes audience discussion of how faculty invested in undergraduate research might incorporate techniques from the Honors conference to encourage first-year students to discover “the sense of excitement that comes from working to answer important questions” (AACU, 2013).

National Collegiate Honors Council Annual Conference, New Orleans, LA

This presentation will highlight Salisbury University’s Honors College living learning communities as a best practice and offer examples on how to best implement and maintain living learning communities in honors programs and colleges. Presenters from three areas of the university will offer insights into and field questions on LLCs.

National Women's Studies Association Annual Conference, San Francisco, CA

Previous studies address how the motherhood penalty differs according to economic and social capital, yet what other factors exist? This paper explores the motherhood penalty for working mothers of children with disabilities. Specifically, the paper analyzes the unique barriers faced by these workers and asks what frameworks are missing from existing literature on the motherhood penalty. In doing so, the paper examines how these experiences might contribute to more inclusive discussions about the intersections of gender, ability, and caregiving in the workplace.