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14TH ANNUAL ACADEMIC EXCELLENCE SERIES
inquiry seminar
CELEBRATION of LEARNING
APRIL 23, 2019
10 A.M.-4 P.M.
GEMMELL MULTI-PURPOSE ROOM
Inquiry Seminar
CELEBRATION OF LEARNING
This event provides first-year students with the opportunity to display and present
the inquiry-based research projects completed in their Freshman Inquiry Seminar
courses during the spring 2019 semester. Today’s event highlights the work of 200
students enrolled in one of the seven courses listed below. A brief description
of the final project in each course is also included below.
PAY TO PLAY
Dr. Paul Woodburne
Students in this course researched
questions surrounding ‘monetization’
in the video game industry (the ways
gamers and gaming companies make
money from the video games). Students
worked in groups of five and developed
a research question related to any
aspect of video game monetization and
related areas. Topics may include, but
are not limited to: how “free” games
make money; the impact of “loot boxes”
in games and whether they represent
gambling; the life of a professional
gamer; whether “modding” (players/
hackers modifying games for fun)
constitutes piracy; and similar topics.
Given that many aspects of video game
monetization have not been the subject
of much academic research, students
had to work with and assess the
credibility of many non-scholarly
sources to provide background
information related to their question.
Students had to synthesize information
and present it in a form accessible to
readers not well versed in the subject.
COMMUNICATING FROM
GENERATION TO GENERATION:
DO THEY REALLY UNDERSTAND ME?
Dr. Bell O’Neil
Following an investigation of what is
known about grandparent-grandchild
communication, students challenged
each other’s questions about family
communication. Student teams
investigated their own research
questions by composing literature
reviews, developing and administering
surveys, analyzing data, synthesizing
findings, and drawing conclusions.
Finally, a storybook was created
from grandparent/grandchild stories
regarding students’ personal activities
surrounding their relationship with
their grandparents.
WHY DO I HATE WHAT
OTHERS LOVE?
Dr. Elizabeth Sauvage-Callaghan
In this course, students were asked
to examine their own preferences for
certain types of music, movies, fashion,
etc., in order to answer the question,
Why do I hate what others love? They
also examined why some preferences
are viewed as sophisticated or “classy”
and others as less so. For their final
projects, students explored these
subjects as matters of personal taste
to determine why people develop
preferences for some things over others.
Their project required them to engage
in secondary research and to pull that
research together on the poster to
communicate it to a wider audience.
WHERE DO YOU RANK?
Dr. Jesse Haight
Students in this course individually chose
a research question that is answered
with a Top Ten List. In addressing the
course focus of “Where do you rank,”
they were able to construct the ranking
while justifying their findings. Tasked
with developing selection criteria, the
students justified their rankings by
identifying their own cognitive bias
and using lateral reading to obtain valid
sources. The students also field tested
their rankings through surveys. Students
will present their findings with a
poster presentation.
WHY DO WE ASK PEOPLE
WHERE THEY ARE FROM?
Dr. Yun Shao
In this course, the students explored the
various ways the question “Where are
you from?” is understood and answered.
They considered the question in terms
of communication, race, ethnicity,
economic status, the social class, ideology, and religion. They students reflected
upon how asking and answering the
question shapes or changes their
perception of themselves and of others,
and examined the complex relation
between place and identity. For their
final project students worked in groups
to develop, investigate, and address
questions related to the course theme
and to issues particular to small rural
towns and communities.
WHAT CAN POP CULTURE
TEACH US?
Dr. Kevan Yenerall
For their final research project,
students worked in groups to develop
and research a question on one of
two topics: (1) hate groups and racism
in modern American or (2) immigration.
Their research is inspired by their critical
viewing and study of documentary films
throughout the course.
CHECK YOUR PRIVILEGE
Dr. Chris McCarrick
For their final project, students “picked
sides” concerning issues of privilege.
Working in teams of two or three,
they conducted further research and
then debated their findings, one “side”
against the other.
Leah Chambers, coordinator of Freshman Inquiry Seminars,
and the Inquiry Seminar faculty and students would like to thank
the following members of the CU faculty, staff and administration
for serving as project reviewers at today’s celebration and for
supporting undergraduate research.
Peggy Apple, Education
Erin Lewis, Center for Career and
Professional Development
Natalie Armstrong,
Commcunication Sciences and Disorders
Chris McCarrick,
English and Modern Languages
Bill Bailey, Center for Career and
Professional Development
Mary Pat McCarthy,
Communication Sciences and Disorders
Bonita Bailey,
Center for First Year Experience
Matthew Mullen,
Center for First Year Experience
Suzie Boyden, Biology and Geosciences
Corey Negley, Residence Life Services
Diana Brush, Center for Career and
Professional Development
Cindy Nellis,
Small Business Development Center
Melissa Brydon,
Communication Sciences and Disorders
Katy O’Donnell,
English and Modern Languages
Natasha Dias, Biology and Geosciences
Miguel Olivas,
Management and Marketing
Maria Aiello, TRIO
Josh Domitrovich, Center for
Career and Professional Development
Dani Emings,
Center for First Year Experience
Ray Feroz, Rehabilitation Sciences
Ellen Foster,
English and Modern Languages
Bell O’Neil, Communication
Tonya Otto, Library Services
Brandon Packard,
Computer Information Science
Amy Salsgiver, Office of Social Equity
Lacey Fulton, Communication
Elisabeth Sauvage-Callaghan,
English and Modern Languages
YooJin Ha, Library Science
Yun Shao, English and Modern Languages
Jesse Haight, Education
Dan Shifflet,
Chemistry, Mathematics, and Physics
Helen Hampikian,
Biology and Geosciences
Marilyn Harhai, Library Science
Steve Harris, Dean, CAES
Sue Homan, Learning Technology Center
Tyler Kitzmiller, Judicial Affairs
Poornima Krishnamurthy, TRIO
Rich Lane,
English and Modern Languages
Todd Lavin, Social Sciences
Nripendra Singh,
Management and Marketing
Kenn Staub,
Communication Sciences and Disorders
Jessica Thomas, Biology and Geosciences
Amanda Willard,
Biology and Geosciences
Jessica Wolbert, New Student Programs
Paul Woodburne, Economics
Clarion University is an affirmative action, equal opportunity employer and does not discriminate on the basis
of sex in its education programs or activities. See the full statement at clarion.edu/nondiscrimination.
inquiry seminar
CELEBRATION of LEARNING
APRIL 23, 2019
10 A.M.-4 P.M.
GEMMELL MULTI-PURPOSE ROOM
Inquiry Seminar
CELEBRATION OF LEARNING
This event provides first-year students with the opportunity to display and present
the inquiry-based research projects completed in their Freshman Inquiry Seminar
courses during the spring 2019 semester. Today’s event highlights the work of 200
students enrolled in one of the seven courses listed below. A brief description
of the final project in each course is also included below.
PAY TO PLAY
Dr. Paul Woodburne
Students in this course researched
questions surrounding ‘monetization’
in the video game industry (the ways
gamers and gaming companies make
money from the video games). Students
worked in groups of five and developed
a research question related to any
aspect of video game monetization and
related areas. Topics may include, but
are not limited to: how “free” games
make money; the impact of “loot boxes”
in games and whether they represent
gambling; the life of a professional
gamer; whether “modding” (players/
hackers modifying games for fun)
constitutes piracy; and similar topics.
Given that many aspects of video game
monetization have not been the subject
of much academic research, students
had to work with and assess the
credibility of many non-scholarly
sources to provide background
information related to their question.
Students had to synthesize information
and present it in a form accessible to
readers not well versed in the subject.
COMMUNICATING FROM
GENERATION TO GENERATION:
DO THEY REALLY UNDERSTAND ME?
Dr. Bell O’Neil
Following an investigation of what is
known about grandparent-grandchild
communication, students challenged
each other’s questions about family
communication. Student teams
investigated their own research
questions by composing literature
reviews, developing and administering
surveys, analyzing data, synthesizing
findings, and drawing conclusions.
Finally, a storybook was created
from grandparent/grandchild stories
regarding students’ personal activities
surrounding their relationship with
their grandparents.
WHY DO I HATE WHAT
OTHERS LOVE?
Dr. Elizabeth Sauvage-Callaghan
In this course, students were asked
to examine their own preferences for
certain types of music, movies, fashion,
etc., in order to answer the question,
Why do I hate what others love? They
also examined why some preferences
are viewed as sophisticated or “classy”
and others as less so. For their final
projects, students explored these
subjects as matters of personal taste
to determine why people develop
preferences for some things over others.
Their project required them to engage
in secondary research and to pull that
research together on the poster to
communicate it to a wider audience.
WHERE DO YOU RANK?
Dr. Jesse Haight
Students in this course individually chose
a research question that is answered
with a Top Ten List. In addressing the
course focus of “Where do you rank,”
they were able to construct the ranking
while justifying their findings. Tasked
with developing selection criteria, the
students justified their rankings by
identifying their own cognitive bias
and using lateral reading to obtain valid
sources. The students also field tested
their rankings through surveys. Students
will present their findings with a
poster presentation.
WHY DO WE ASK PEOPLE
WHERE THEY ARE FROM?
Dr. Yun Shao
In this course, the students explored the
various ways the question “Where are
you from?” is understood and answered.
They considered the question in terms
of communication, race, ethnicity,
economic status, the social class, ideology, and religion. They students reflected
upon how asking and answering the
question shapes or changes their
perception of themselves and of others,
and examined the complex relation
between place and identity. For their
final project students worked in groups
to develop, investigate, and address
questions related to the course theme
and to issues particular to small rural
towns and communities.
WHAT CAN POP CULTURE
TEACH US?
Dr. Kevan Yenerall
For their final research project,
students worked in groups to develop
and research a question on one of
two topics: (1) hate groups and racism
in modern American or (2) immigration.
Their research is inspired by their critical
viewing and study of documentary films
throughout the course.
CHECK YOUR PRIVILEGE
Dr. Chris McCarrick
For their final project, students “picked
sides” concerning issues of privilege.
Working in teams of two or three,
they conducted further research and
then debated their findings, one “side”
against the other.
Leah Chambers, coordinator of Freshman Inquiry Seminars,
and the Inquiry Seminar faculty and students would like to thank
the following members of the CU faculty, staff and administration
for serving as project reviewers at today’s celebration and for
supporting undergraduate research.
Peggy Apple, Education
Erin Lewis, Center for Career and
Professional Development
Natalie Armstrong,
Commcunication Sciences and Disorders
Chris McCarrick,
English and Modern Languages
Bill Bailey, Center for Career and
Professional Development
Mary Pat McCarthy,
Communication Sciences and Disorders
Bonita Bailey,
Center for First Year Experience
Matthew Mullen,
Center for First Year Experience
Suzie Boyden, Biology and Geosciences
Corey Negley, Residence Life Services
Diana Brush, Center for Career and
Professional Development
Cindy Nellis,
Small Business Development Center
Melissa Brydon,
Communication Sciences and Disorders
Katy O’Donnell,
English and Modern Languages
Natasha Dias, Biology and Geosciences
Miguel Olivas,
Management and Marketing
Maria Aiello, TRIO
Josh Domitrovich, Center for
Career and Professional Development
Dani Emings,
Center for First Year Experience
Ray Feroz, Rehabilitation Sciences
Ellen Foster,
English and Modern Languages
Bell O’Neil, Communication
Tonya Otto, Library Services
Brandon Packard,
Computer Information Science
Amy Salsgiver, Office of Social Equity
Lacey Fulton, Communication
Elisabeth Sauvage-Callaghan,
English and Modern Languages
YooJin Ha, Library Science
Yun Shao, English and Modern Languages
Jesse Haight, Education
Dan Shifflet,
Chemistry, Mathematics, and Physics
Helen Hampikian,
Biology and Geosciences
Marilyn Harhai, Library Science
Steve Harris, Dean, CAES
Sue Homan, Learning Technology Center
Tyler Kitzmiller, Judicial Affairs
Poornima Krishnamurthy, TRIO
Rich Lane,
English and Modern Languages
Todd Lavin, Social Sciences
Nripendra Singh,
Management and Marketing
Kenn Staub,
Communication Sciences and Disorders
Jessica Thomas, Biology and Geosciences
Amanda Willard,
Biology and Geosciences
Jessica Wolbert, New Student Programs
Paul Woodburne, Economics
Clarion University is an affirmative action, equal opportunity employer and does not discriminate on the basis
of sex in its education programs or activities. See the full statement at clarion.edu/nondiscrimination.