2:40 PM – 3:55 PM | Merten Hall, Rooms 1202 and 1203
Systems of Communication and the Self
2:40pm – 3:55pm | Merten Hall, Room 1202
Discussant: Stephanie Bluth, Ph.D.
Tense and Aspect in Weifang
Pu Meng (College of Humanities and Social Sciences)
This study documents tense and aspect markers and adverbial temporal expressions in the Weifang dialect of Mandarin. There is ongoing debate in the literature about whether Mandarin lacks strict tense and aspect markers, relying on context and adverbs, or whether certain words, such as zhe0, can function as explicit markers. As a regional Mandarin dialect, Weifang expresses tense and aspect similarly to Mandarin but with unique features. Through a literature review and native speaker surveys, this study identifies 19 tense and aspect markers in Weifang, including dai3 (present, future, imperfect), nang0 (present, imperfect), liao3 (past, perfect), and jiang2 (past, future, perfect). Many markers demonstrate contextual flexibility, serving different functions in various scenarios. While Weifang shares several temporal adverbial expressions with Mandarin, it also exhibits distinct dialect-specific patterns. This research not only fills a gap by systematically recording Weifang’s tense and aspect markers but also highlights its unique contributions to Mandarin’s temporal framework. By comparing Weifang with standard Mandarin, the study deepens our understanding of Chinese tense and aspect systems, challenging the notion that Chinese lacks explicit tense markers. It provides theoretical insights into the syntax and semantics of temporal expressions, paving the way for further exploration in linguistic studies. Moreover, it underscores the importance of studying regional dialects to reveal the broader diversity and complexity within Mandarin, contributing to both theoretical frameworks and practical applications in language documentation and analysis.
Beyond the Crown: The Unseen Work of Pageantry Success
Joy Watson (College of Science)
Pageantry is often reduced to a display of beauty and performance, but beneath the surface lies a rigorous process of strategic campaigning, disciplined preparation, and personal transformation. This research explores the pre-competition phase of pageantry, focusing on how contestants cultivate leadership, advocacy, and personal branding. It challenges the misconception that success in pageantry is purely popularity-based by highlighting the structured efforts behind the crown. This study examines the question: What strategies and preparatory processes contribute to success in pageantry beyond stage presence? Using a qualitative approach, it draws from interviews with former and current pageant contestants, personal experiences, and an analysis of publicly available resources, including contestant platforms, campaign materials, and coaching programs. Through this analysis, key themes emerge in effective campaigning, preparation, and long-term benefits. Findings indicate that successful contestants engage in structured campaigning, leveraging networking, community service, and social media outreach to build a compelling personal brand. Additionally, comprehensive preparation—including public speaking coaching, advocacy work, and self-discipline—plays a critical role in performance outcomes. Finally, the long-term impact of pageantry extends beyond competition, as participants develop leadership skills, resilience, and career advancement opportunities. Pageantry is a multidimensional process that fosters professional and personal growth beyond the stage. By understanding the rigorous campaigning and preparation required, we can reframe pageantry as a strategic leadership platform rather than a mere contest of popularity. This study provides insight into how pageant participation cultivates valuable skills applicable to broader professional and civic engagement.
Reflection as a Tool: Case study of career changers’ perceptions and use of reflection in education
Jennifer Simmons (College of Education and Human Development)
Reflection has been a core component of teaching since the 1930s (Dewey, 1933), and the idea of teachers as reflective practitioners was further developed by Schön (1983). Van Mannen (1997) defined three levels of reflection: technical, practical, and critical. Reflection, particularly critical reflection, helps educators to adapt their teaching to particular students within particular contexts (Hammerness et al., 2005), which is incredibly important for teachers whose students may be a cultural, ethnic, or racial minority (Ladson-Billings, 2009; Sleeter, 2001). Career changers, due to their abbreviated teacher preparation, often are exposed to less scaffolded reflection. In STEM education, career changers can often view reflection as busy work, detracting from content delivery (Grier & Johnston, 2009). This instrumental case study explores three STEM career changers’ perception and openness to reflection. It indicates that career changers in STEM education utilize all three types of reflection, albeit for different purposes and in different situations. Furthermore, all participants describe themselves as engaging in reflection multiple times a day. Participants also noted a desire to have dedicated time for reflection each week, although there was some disagreement if this reflection should be individual or collaborative. This research shows that tensions can arise in collaborative reflection procedures, especially in low-trust environments. Recommendations include an increased focus on scaffolded reflection within alternative teacher preparation pathways and dedicated reflective time for teachers in their practice. Forced collaborative reflection should be discouraged without establishing levels of trust between co-reflectors. References available upon request.
Phrasal Verb Syntax in the ESL Classroom: A Diagnostic for Separable Particles
Arlee Kastner (College of Humanities and Social Sciences)
As phrasal verb pedagogy in the ESL classroom focuses heavily on meaning and systematically ignores syntactic variation in English, this pilot study aims to present a methodology for teaching this variation to improve learners’ syntactic knowledge of English. Low intermediate ESL students (CEFR B1) were given a pre-test to determine acceptability of phrasal verb separation, and then they were instructed for fifteen minutes using a mnemonic and a diagnostic for identifying which verbs can be separated. Participants were given the mnemonic “Direct objects can pull apart verbs. Direct objects can pull verbs apart” to show how separability works. They were then told the phrasal verb has two parts, and that the second part, the particle, could be used to determine a verb’s separability. The researcher identified particles which reflected an end location such as “in” by using the diagnostic “Let’s go _____.” These were contrasted with particles of movement and prepositional particles. Participants then received sample sentences to practice with the diagnostic before being given a post-test to determine if acceptability judgements were affected. Results showed improvement across all participants between the pre-test and post-test scores, specifically for the particles apart, at, back, down, in, of, through, and up.
The Domestic and the International: Navigating Identity and Relations
2:40pm – 3:55pm | Merten Hall, Room 1203
Discussant: Steve Harris-Scott, Ph.D.
Academic Ambition vs. Family Duty: The Silent Struggle of Middle-Aged International Scholars
Manoj Dahal (College of Humanities and Social Sciences)
My mother always used to say knowledge is the most incredible wealth of all. Holding onto this belief, I have spent the most energetic years of my life, both youth and adulthood, pursuing education. However, in this journey, I have had to set aside many other aspects of life: family responsibilities, my children’s future, my wife’s career, and the expectations of my parents. These sacrifices often leave me with guilt inside my heart and even pain internally. Yet, despite this internal pain, I continue to trust the promise of education and the better future it can bring. Still, at times, the cost of acquiring an education feels unbearably heavy, which can not seen from the outside. Through lived experience, I explore the challenges of maintaining mental and physical well-being while striving for academic success in this autoethnography study. The financial strain of supporting a family on a limited stipend, working at low-wage, and restriction on dependents working, despite my wife’s strong educational and professional background, makes life even harder emotionally. This study also highlights the mental regress of limiting children’s extra activities, the frustration, and the silent pain of watching them struggle to gain social capital. Furthermore, career sacrifices by family in my education weigh heavily on me. Despite these struggles, hope keeps us moving. Education remains our guiding light, and through this research, will address the challenges many, like me, face and the need for more inclusive academic support systems.
Art Bridge to Belonging A Proposal to Cultural Project to Welcome Immigrants to Washington DC
Soojung Paek (College of Humanities and Social Sciences)
Migration and urbanization are key drivers of human mobility, with 60% of the world’s population expected to live in urban areas by 2030 and one in five international migrants residing in 20 major cities. However, settling into a new urban environment can pose challenges for immigrants, particularly in terms of economic, social, and cultural integration. This paper proposes a project to address cultural challenges and promote immigrants’ sense of cultural belonging, with a specific focus on immigrant youth who face the added complexity of navigating self-identity and cultural identity transitions. The project aligns with UN SDG Goal 4, ‘Quality Education,’ and SDG Goal 11, ‘Inclusive Cities and Communities.’ To develop and evaluate the project, this paper examines the contexts of immigration and arts and employs the Cultural Wellbeing Index and qualitative research methods. By increasing access to cultural resources and fostering a sense of belonging, this project aims to support the successful integration of immigrant youth and contribute to more inclusive and thriving urban communities.
The Quad Security Partnership: U.S. Perspective On Indo-Pacific Collective Defense
Dharma Bhatt (Schar School of Policy and Government )
This paper examines the concept of security and collective defense in the Indo-Pacific region from the perspective of the United States, in relation to the Quadrilateral Security Dialogue and if a formalized structure for collective security is plausible. The Quad, comprising Australia, India, Japan, and the United States, plays an integral part in influencing the strategic goals of the United States in the Indo-Pacific. Despite the Quad emphasizing efforts on maritime security and the growing objective of counterbalancing China, the Quad has incorporated other areas to include cooperation on technological advancement and economic opportunities, thus is able to demonstrate its adaptability to the needs of the region. By drawing on lessons from NATO’s collective security model and historical efforts like SEATO, this qualitative approach evaluates the prospects of formalizing the Quad into a structured Indo-Pacific defense alliance. Key points regarding regional dynamics, economic dependence on China, and diverse state priorities are highlighted. The paper concludes that while a NATO-style alliance remains unlikely, the Quad’s flexible framework effectively enhances regional stability, fosters economic and technological collaboration, and reinforces shared values in an increasingly contested Indo-Pacific.
Navigating Place and Policy: How International Students in the U.S. Perceived Belonging and Safety During Trump’s Second Term
Isaac Newton Nyatuame (College of Humanities and Social Sciences)
Spring 2025 coincided with President Trump’s second term, marked by executive orders on immigration, including deportation, ending of birthright citizenship, and terminating of all DEIA programs and policies. On December 26, 2024, CNN reported, “It’s a scary time’: US universities urge international students to return to campus before Trump’s inauguration” (Sanchez, 2024), raising concerns for me as an international student. Flores (2020) notes that such measures intensify the surveillance of immigrants, increasing their exploitation and vulnerability. As a social justice advocate, I feel compelled to understand these developments from the perspectives of international students by identifying their fears and the institutional support available to them. Furthermore, I aim to understand these developments from international students’ perspectives, focusing on their fears and available support. I will also explore structures reinforcing systemic oppression, like lifting ICE arrest restrictions in schools, which exacerbates fear and impacts students’ sense of belonging and academic success. A Texas teacher notably invited ICE to his school by posting, “I have many students that don’t even speak English. They have to communicate through their iPhone translator” (Flam, 2025). Drawing on Foucault’s surveillance and critical empathy to understand the challenges faced by the “Other” – international students, this study delves into how they perceive their sense of place within U.S. educational institutions amid strict immigration policies. Through interviews, the study will reveal how these policies affect international students’ sense of place and examine how academic institutions can address barriers to international education and promote inclusive education for all.