International Scholars’ & Students’ Symposium

Thursday April 4th, 2024, 2:30-4:00 PM
Black Box Theater, Main Campus Student Center (200)

The purpose of the International Scholars’ & Students’ Symposium is to advance ECU’s mission of internationalization by fostering research among ECU faculty, students, and scholars. The symposium will not only serve as a platform to provide visibility to international scholars and students, but non-international scholars are also cordially invited to showcase the research that they conduct through international partnerships and collaborations.

2:30-2:40
Opening Remarks:  Dr. Nehad Elsawaf – International Scholars’ & Student’ Symposium Chair and Organizer.

2:45- 3:00
Hemp, The Plant Base Solution to the Reduction of Toxic Construction Debris
Carol Massarra, and Kevin Savidge, Department of Construction Management, East Carolina University, Greenville, NC, 27858

3:00-3:15
Identifying Protective Factors in Primary Care to Mitigate Adverse Childhood Experiences: A Systematic Review Using Ungar’s Model
Betül Küçükardalı-Cansever, Abby Elizabeth Caldwell, Natalia Sira, and Angela Lamson, Department of Human Development and Human Performance, East Carolina University, Greenville, NC, 27858

3:15-3:30
Juggling Genre Knowledge in Theses, Dissertations, and Research Articles in Applied Linguistics
Mina Bikmohammadi, Department of English, East Carolina University, Greenville, NC, 27858 And Mahsa Alinasab, Urima University, Urima, Iran.

3:30-3:45
Latino Parents’ Experience and Recommendations For Bridging the Gap within Public Schools in Rural Communities in the US Gibely Cisneros-Estrada and Dr. Bernice Dodor, Department of Human Development and Family Sciences, East Carolina University, Greenville, NC, 27858

3:45
Concluding remarks: Dr. Nehad Elsawaf

Abstracts

Hemp, The Plant Base Solution to the Reduction of Toxic Construction Debris, Carol Massarra, and Kevin Savidge, Department of Construction Management, East Carolina University, Greenville, NC, 27858

Conventional construction materials such plaster and drywall, are typically non-toxic; however, they become breeding grounds for bacteria and toxic mold after becoming inundated with flood water. These materials are manufactured with gypsum which generates hydrogen sulfide gas as it decomposes in the landfills. This will increase the generated carbon emissions. Therefore, the need to implement alternative construction materials that are biodegradable, eco-friendly, and plant-based are highly needed. This paper aims to assess the reduction of carbon emissions for exterior walls three types of exterior walls materials (i.e., Common Vinyl Siding wall, Common Brick wall, Hemp block wall, Hempcrete wall). Six categories of one-story single-family houses in Greenville, NC are used as a polit study. Global warming potential over 100-year timescale (GWP₁₀₀) is used to calculate the generated CO_2eq. Thevalues are then compared, and the reduction of carbon emissions is calculated. Results show that exterior walls made from Hemp Block and Hempcrete release less CO_2eq than common Vinyl Siding and Brick walls. Because of Hemp’s unique ability in reducing CO_2eq, Hemp can be considered an ideal material for manufacturing drywall, insulation, and sheathing products. The use of Hemp in the production of drywall, insulation, sheathing, and roofing can reduce the amount of toxic construction debris from entering the landfill and prevent the contamination of the aquifers. This becomes more important in hurricane region areas as buildings get inundated and more construction waste is generated. In addition, the development of such products can reduce the financial cost to the homeowners, insurance companies, and federal government as well as limiting environmental impact that is associated with the recovery process.

Identifying Protective Factors in Primary Care to Mitigate Adverse Childhood Experiences: A Systematic Review Using Ungar’s Model, Betül Küçükardalı-Cansever, Abby Elizabeth Caldwell, Natalia Sira, and Angela Lamson, Department of Human Development and Human Performance, East Carolina University, Greenville, NC, 27858

Adverse childhood experiences (ACEs) profoundly impact physical and mental health throughout one’s lifespan. While research reports on assessment of ACEs in primary care (PC), less is known about protective factors – crucial for fostering resilience. Using Ungar’s Socio-ecological resilience model, this systematic review investigated how protective factors are assessed within PC screening for ACEs and their potential to influence patient/health outcomes. PubMed, PsycINFO, and CINAHL from database inception were searched up until September 30, 2022. Studies without language and country restrictions were included. A comprehensive search strategy across multiple databases yielded 764 initial studies. Following duplicate removal and a two-stage review process with the inter-rater agreement (Cohen’s κ = .583, .677), 27 articles met the inclusion criteria. Each screened adult patients (≥18 years) for ACEs within PC settings and/was assessed for at least one protective factor. The results were synthesized qualitatively. Studies varied widely in the specific protective factors that were measured. Based on Ungar’s model of resilience, individual factors such as relationships, identity, and power/control were frequently assessed, in addition to community/social factors such as cohesion, material resources, and social justice. Only two articles meaningfully addressed cultural adherence. These findings reveal potential gaps in understanding how certain protective factors may promote better biopsychosocial-spiritual health for patients in PC settings, especially within diverse cultural contexts. This review highlights the need for PC research to broaden its focus on a wider spectrum of protective factors, addressing their potential to mitigate the effects of ACEs. It underscores the importance of Ungar’s Socio-ecological model for its comprehensiveness yet calls for more culturally sensitive assessment tools and interventions. Understanding which protective factors are most potent within PC settings could enable targeted support and optimize patient health outcomes

Juggling Genre Knowledge in Theses, Dissertations, and Research Articles in Applied Linguistics, Mina Bikmohammadi, Department of English, East Carolina University, Greenville, NC, 27858 And Mahsa Alinasab, Urima University, Urima, Iran

This research explores the complex domain of genre knowledge across theses, dissertations, and research articles (RAs) within the field of Applied Linguistics. This study highlights the juggling act that postgraduate students perform in navigating these academic genres. Rooted in Tardy’s (2009, 2020) multifaceted framework of genre knowledge, the study investigates the re-positioning and application of genre-specific knowledge (GSK) by master’s and doctoral students in an English as an Additional Language (EAL) context in Iran. Through an exploratory qualitative design, which incorporates literacy narratives, sample writings with annotations, and semi-structured interviews, this research seeks to uncover how postgraduate students differentiate and apply their understanding of genre intricacies when writing theses, dissertations, and RAs. Key findings reveal that students struggle with the demands of shifting across genres, facing particular challenges in adhering to genre conventions and expectations. The study identifies significant trajectories of GSK re-positioning, illustrating how students’ genre knowledge evolves and adapts to meet the requirements of diverse academic texts. Moreover, the research highlights the pedagogical implications of these findings, suggesting a need for more targeted support and instruction in genre knowledge for EAL students engaged in higher education By mapping out the contours of genre knowledge application across these critical academic texts, the study contributes to our understanding of academic writing in applied linguistics. Also, the study offers insights into the challenges and strategies of postgraduate students dealing with the demands of genre versatility.

Latino Parents’ Experience and Recommendations For Bridging the Gap within Public Schools in Rural Communities in the US, Gibely Cisneros-Estrada and Dr. Bernice Dodor, Department of Human Development and Family Sciences, East Carolina University, Greenville, NC, 27858

This qualitative study delves into the intricate experiences and challenges faced by Latino parents as they navigate participation in their children’s education within the public school system. A nuanced understanding of the barriers to parental involvement emerged through three focus groups involving 37 participants across elementary, middle, and high school levels. The findings underscored pervasive issues such as language barriers, inadequate access to interpreters, and a prevailing sense of unwelcomeness in schools, which hindered effective communication and engagement. Of particular concern was the prevalent practice of using children as interpreters, highlighting systemic shortcomings in facilitating meaningful communication between schools and Latino parents. Drawing from participant narratives, the study suggests practical interventions to address these challenges, including the provision of interpreters, dissemination of school-related information in Spanish, and the establishment of Latino parent committees within schools. Moreover, the study emphasizes the importance of fostering cultural competency among school staff and administrators to create an inclusive environment where Latino parents feel valued and respected. Recommendations for systemic reforms at the administrative and policy levels are proposed to address the root causes of these barriers and promote meaningful parental engagement. In conclusion, this research underscores the imperative of bridging the communication gap between schools and Latino parents to enhance educational outcomes for Latino students. By implementing targeted interventions and systemic changes, schools can create a more welcoming and supportive environment, ultimately fostering academic success and reducing educational disparities among Latino students. Further research into parental involvement models and the efficacy of Latino parent committees is recommended to inform evidence-based practices and policy reforms aimed at promoting equity and inclusion in education.