The doctoral presentations are sessions where two doctoral students will share their research for 20 minutes and accommodate questions from attendees. Please check our conference schedule here for times and locations.
Doctoral Panel Presentations #1 moderated by Varsty Muhammad.
School of Business & Management
Topics: Education, Accounting, Innovation
Presentation Title: The Impact of Flipped Classroom on Students’ Self-Efficacy: An Investigation in Accounting
Abstract: The latest learning methods emphasize student-centered learning and the use of technology in teaching. The flipped classroom is one of the latest educational methods that combines active learning with the use of technology. It is an emerging educational approach that completely transforms the traditional classroom structure from teacher-centric to student-centric. Unlike the traditional methods, where the instructor provides direct lecture, the flipped classroom emphasizes active learning in the classroom and the uses of technology to acquire content outside of the classroom. Prior studies state that many accounting students lack confidence in their abilities to accomplish their academic tasks successfully. Also, literature calls for examining the effectiveness of new teaching and learning methods in the accounting field. More specifically, it is still not clear how the flipped classroom affects the self-efficacy of students. In this study, using a quasi-experimental method with a pre-test and post-test design and the self-efficacy scale introduced by Gota (2012) , I strive to answer this question by providing evidence from accounting education. Considering the literature supporting the positive effect of flipped classroom on the most aspects of students’ learning, I expect to find a positive impact of flipped classroom on accounting students’ self-efficacy.
College of Liberal Arts
Presentation Topic: What Kind of Noose Are They Facing? The Black Child and Cultural Trauma in Angelina Weld Grimke’s Rachel and Suzan-Lori Parks The Red Letter Plays
Topics: Trauma, Humanities, Black Children
Abstract: Cultural and personal traumas pervade the scenes of black drama. However, the purpose of the black child and their relationship with trauma remains somewhat unexamined in critical scholoarship. How does the black child act as an agent of trauma in black drama? How does the black child function as both metaphor and performative device in black theater? Angelina Weld Grimke’s Rachel (1916) and Suzan-Lori Parks The Red Letter Plays (2001) explore the relationship between the black child and trauma. Even though there is nearly a century of time between these works, there is a clear through line emphasizing the impact of trauma and a continuing concern regarding the import of the black child in black drama and what the black child stands for in these traumas. Therefore, the black child becomes the pivotal aspect of these plays in the presentation of the themes and limitations these characters can have in society and as human beings. Through the lenses of trauma theory and children’s studies, these texts show how their central characters understand the power limitations and societal controls of their times and places, as discussed in Roberta Seelinger Trites Disturbing the Universe as part of the process of maturation. At the same time, though, these texts show how the black child is a metaphor for a dystopic racist society that presents these traumas primarily as limitations while the characters within these texts find ways to rebel against these limitations, thus allowing for a form of black empowerment and agency.
Doctoral Panel Presentations #2 moderated by Glenn Eichelberger
School of Engineering
Topics: Transportation, Urban planning, Technology
Presentation Title: Quantifying the Impact of On-Street Parking Information on Congestion Mitigation Using a Driving Simulator
Abstract: This study investigates travelers’ reaction to different types of information, in terms of their parking choice behavior and its effect on circulation time, through a driving simulator and a stated preference (SP) survey. In the simulator-based driving experiments, we develop a 3.47 mi2 network in the Chinatown area of Washington, D.C., with different scenarios of traffic, driving conditions, and information provision. The parking information is provided using the variable message sign (VMS) and mobile application. In all scenarios, participants are able to choose among three parking options with different prices and different walking distances to the destination (Verizon Garage, 11th St. Garage, and on-street parking). A sample of 76 participants with diverse socioeconomic backgrounds who in total conducted 636 experiments is used. We applied a multinomial logistic regression model, linear regression, and t-test to analyze the collected data. We conclude that types of information and age are important determinants of drivers’ parking choice and compliance behaviors. Also, the results show that the existence of information decreases the circulation time. In addition, the parking choice behavior revealed through the driving simulator is shown to be significantly different from that stated in the survey questionnaire.
Presentation Title: Impact of different work zone barriers on driving behavior on arterial roads
Topics: Transportation, Technology, Behavior
Abstract: This study investigates the impact of work zone barriers (cone shaped pylons, concrete jersey barriers and metal barriers) on driver behavior using a driving simulator. Although more than 50 individuals are recruited to participate in the study, complete data is available for only 45 individuals. Traffic volumes for this study was based on Level of Service (LOS) C as defined in the 6th edition of Highway Capacity Manual. The driving behavior of each participant for every tenth of a second is recorded. A single-factor ANOVA reveals that there is a statistically significant difference between the means of vehicle offset from lane center while driving beside cone shaped pylons, concrete jersey barriers and metal barriers. An additional Tukey’s Post Hoc test revealed that the difference in means is statistically significant only between concrete jersey barriers and cone shaped pylons i.e. drivers tend to move away from concrete jersey barriers as compared to cone shaped pylons. Average driver speeds are higher near concrete jersey barriers in comparison with cone shaped pylons. This is an indication of the driver’s keenness to leave the concrete jersey barriers behind as opposed to cone shaped pylons and this corresponds with prior research. Keywords: Driver Behavior, Driving Simulator, Work Zone Barriers, Cone Shaped Pylons, Jersey Barrier, Metal Barrier, ANOVA, Tukey’s Post Hoc