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Poster Session 1
No full textJordan Berke, “Using Velocity of a Squat to Monitor Day-to-Day Readiness,” Faculty Mentor: Dr. Matt Hawkey
Brenna Dunston, “Effect of Footwear on Running Biomechanics in Females,” Faculty Mentor: Dr. Kyle DeRosia
Reed Odette and Phoom Langsamang, “The Impact of Environmental Framing on Eco-anxiety, Well-Being, Hope, and Eco-Guilt,” Faculty Mentor: Dr. Le Xuan Hy
Eric Olson and Jhet Cooperrider Young, “Design and Fabrication of a Party Blower-Inspired Soft Robotic Extensor for Finger Rehabilitation,” Faculty Mentor: Dr. Yen Han
Alivia Zhao and Garland Lau, “Assessing Urban Walkability Using Deep Learning Approaches: Large Language Models and Contrastive-Language Image Pretraining,” Faculty Mentor: Dr. Wan Ba
2025 Projects Day Booklet
Full text linkhttps://scholarworks.seattleu.edu/projects-day/1037/thumbnail.jp
Reframing Fat: Identifying Compulsory Thinness and the Role of Discourse and Media in its Perpetuation
Full text linkDrawing on Judith Butler’s framework of compulsory heterosexuality, as well as Robert McRuer’s use of this framework in his own theory of compulsory able-bodiedness, this paper critiques the notion that thinness is merely a beauty standard. Rather, this paper argues that thinness is a marker of superiority that requires the subordination of fat individuals and is upheld by the historically informed, albeit fabricated, narrative that being thin is right. This paper asserts that thinness is compulsory—required from all bodies that are held to an unattainable standard of perfect thinness. Further, this paper examines the role that media play in the perpetuation of thin-centered narratives, and how tools like fat suits are used to keep fat people out of these narratives and the depictions of their own lives. Finally, this paper concludes by discussing our personal responsibility to relinquish our own narratives that require thinness from our bodies and those around us so we are able to begin to reject the dominant narrative that declares certain bodies as right and others as wrong
2025-04-16 Historians React to Trump Executive Order Targeting the Smithsonian Institution
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Applications of Enhanced Adaptive Leadership Strategies to Multilingual Language Events in K-5 Classrooms
Full text linkThis project triangulates my passions for literacy, language, and teaching around the question, “How can the experiences of students on the linguistic margins of “English-only” classrooms (classrooms where lessons are taught in one dominant language—English) inform and affirm methods for teacher preparation that benefit Multilingual Learners (MLLs)?” This article review demonstrates how Adaptive Leadership Theory—in particular, the framework of observation, interpretation, and intervention—can be used to diagnose and respond to common communication and literacy challenges faced by educators in their work with multilingual students. Engaging a scenario-based approach grounded in the practice of Linguistic Ideological Clarity (LIC), this paper interweaves active classroom experiences with formative personal narratives to form more thoroughly adaptive and responsive diagnostic perspectives. The result is an interactive review that presents multiple interpretations and intervention strategies drawn directly from a student teacher’s playbook, charting a promising course toward social and linguistic justice in evolving monolingual instructional spaces for educators and multilingual learners