Second Annual Interdisciplinary Symposium Poster Session
The Second Annual Interdisciplinary Symposium Poster Session was held Tuesday, February 26. Over a dozen posters created by PhD, PsyD and MA students were presented. The Best MA Poster ($250) went to graduate student, Samantha S. Miller, “Should Justice Hurt or Heal.” The Best PhD Poster Award ($500) was split between Susan Rieske and Jonathan Hoglund. The Best PsyD Poster Award ($500) went to Christopher Miller. Samantha is pictured in the middle with her winning poster.
Sara Vroom
"This summer I (Sara Vroom) had the privilege of spending two weeks in Indonesia with Dr.
Seaman and two other teammates - one a graduate of the TESOL program and one a collaborator on the textbook series. Dr. Seaman is editing an elementary EFL textbook series for ACSI and we were invited by the Indonesian ACSI national office to come and give teacher training seminars in Surabaya and Jakarta. What started as simply teacher training expanded to more rather quickly. The teacher training conferences were combined with their yearly high school English-language leadership camp and we were invited to speak there as well. For each of the 4 day conferences, we spent the first two with the high school students and the last two with English teachers from around the country. What a joy it was to see how the students are growing up in schools promoting Christ-centered servant leadership and to see the teachers whose passion for English is equally connected with a view of teaching as ministry. The final two days of our trip were spent in Jakarta being hosted by the church of one of our fellow students. He is their head pastor and is here studying in the Evangelism and Leadership program. What a joy it was to meet people from his home church, see firsthand their various ministries, and simply enjoy the fellowship of the family of God."
Hannah Markley
"During the months of May and June, 2012, I (Hannah Markley) was in Bogotá, Colombia completing my practicum requirements at El Camino Academy. My practicum course required that I completed 10 hours of teaching and was observed several times, but my opportunity to fulfill my requirements outside of the US enabled me to have a variety of teaching experiences in and outside the classroom. During my time there, I worked under Diana Frantz, the primary ESL teacher in the school, which is Christian and English speaking but primarily comprised of students whose first language is Spanish. My first few weeks there I observed many of her classes, which included reading groups and speaking and listening groups with elementary students. I filled in several times for her during that time, which gave me an opportunity to interact with the students and learn more about their learning styles and personalities. During the last few weeks of my time there, I was a teacher for the 5th - 8th grade students during summer school. We had class half a day for four days a week and our lesson revolved around different regions in Colombia. Throughout my whole time there I was involved in the administrative preparations for summer school and also helping organize the ESL goals for the elementary levels for the years to come. It was an experience that I will never forget because it challenged me to grow academically, personally and spiritually. I am excited to see how my experiences and confidence gained through my time in Colombia resurfaces in the years to come."
Marie Friesema
English Teaching and Learning at the Backstretch of America’s Racecourses
"The migrant workers who care for the horses at America’s racetracks are a hidden and neglected population of English learners. The backstretch workers come from a variety of ethnic backgrounds, including Latinos and Eastern Europeans, who have limited English proficiency and literacy, and a lack of communicative ability in the workplace. Because of their migrant lifestyles, many do not have access to education; their families also need specialized forms of education in the areas of family literacy and English language acquisition.
My master’s thesis is an ethnographic study of the educational needs of backstretch workers, especially English as a Second Language. It also takes a close look at existing ESL programs in California, Kentucky, Illinois, and New York racetracks, and analyzes the data collected to help establish and/or improve English classes at America’s racecourses, especially at the Illinois racetracks where hundreds of families live at the backstretch during the racing season. Since the workers cannot go to school, I want to bring school to them.
The needs of these migrant families are compelling. As one observer has noted, “At the backstretch, the horses are king and the odds are against the workers, where migrants toil for low wages, knowing that the animals are worth more than they.” This thesis proposes ways to form partnerships with the Racetrack Chaplaincy of America and local churches and organizations to serve these unsung heroes of the horse racing industry - an underserved and hidden mission field."
Mike Canning
Improving English Communication Skills of International Engineers
"English is the prominent language of international business. Engineers and other professionals from around the world are working in multinational companies in the U.S., and many need to improve their English communication skills. Wheaton INTR/TESOL graduates are providing English language and cross-cultural communication training to meet these needs in the workplace. In addition to pronunciation, grammar, writing, and conversation training, Wheaton graduates are seeking to build the global competencies of these professionals as they facilitate discussions and scenarios centered on communicating across cultures, differences in how people approach and solve problems, and working in culturally-diverse teams."
Samantha Miller
What does Holistic Justice mean for Offenders of Sex Trafficking?
"This summer I had the opportunity of spending six weeks in Kolkata, India conducting research interviews for my master's thesis. As I prepared for my trip my prayer was that God would go before me and be my guide, pointing out the things he wanted me to see and leading me to others who loved him and would cooperate with me in my research. The Lord was more than faithful, and I stood amazed as he opened door after door for me.
In intimate conversations with faithful people I learned much about my research topic (what does holistic justice mean for offenders of sex trafficking?) and even more about the character of my Lord. He exposed me to his deep love for offenders and victims alike, and introduced me numerous examples of how, when he calls his people to service (even in difficult places like Kolkata's red-light areas), he provides for them and does incredible things through their lives.
As I begin my last school year in Wheaton College Graduate School's Intercultural Studies Program, I continue to reflect on my time in India. These days I am praying a new prayer; as I spend countless hours writing this fall, I offer my thesis to the Lord as a sacrifice. I pray that he will use it to bless the Christians of Kolkata as they work for justice by showing the people of their city the reconciling love of Christ."