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Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

  • A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
  • A brief comment about the significance or uniqueness of the work.
  • A clear description of the methods used to achieve the purpose or goals for the work.
  • A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

  • Jun Wang
  • Kim Instenes
  • John Kirk
  • Nora Nickels
  • Andrew Pustina
  • James Ripley

Schedules and Tutors and Chi Squares - Oh My! A Statistical Analysis of Carthage's Brainard Writing Center Data

Name: Cami Christopulos
Major: Marketing and Finance, Minor in Educational Studies
Hometown: Vernon Hills, IL
Faculty Sponsor:
Other Sponsors:  
Type of research: Independent research

Abstract

The Brainard Writing Center strives to better its practices in terms of scheduling tutors, assisting with certain academic divisions, and addressing key writing issues. In working closely with the online scheduling system for the Center, this researcher noticed issues in tutor scheduling that resulted in less availability for clients to use the organization’s resources. There was limited tutor knowledge in regards to discerning which academic divisions were most represented in clients’ papers. Finally, the tutors desired to learn which writing issues were most discussed in sessions so that they could best prepare to address those issues with future cliental. This researcher aspired to further investigate these topics in order to advance the availability and preparedness of the Center’s tutors.

The research conducted addresses these items by analyzing the Brainard Writing Center data over the past three years with statistical analysis tools, including the chi-square test, Kruskal-Wallis test, and Test of Hypothesis, One Proportion. The results of this research conclude the need to modify the center’s schedule, increase tutor training on the subject matter of the Western Heritage class, and keep tutors up to date in terms of sentence level concern writing issues. The result have already impacted the scheduling in the Center, as the Director of the Writing Center has allocated three tutors to work during the hours of 12pm-4pm for the Spring 2014 semester.

Poster file

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