ers (miniature attenuators), Solar panels, and one wind mill per community. By bringing together social entrepreneur investors, we will be able to create a completely self-sustained living quarter with a sole foundation of natural repurposed goods. Each dwelling will utilize four truck containers all of which will encompass a digitally tempered greenhouse in the center. The shipping containers have the ability to be stacked to create multiple story homes with stairs or possibly an “Eco-vator�. The project is to be written in the form of a business plan as well as a research project intending to attract sponsors, grants and investors alike. All materials used in this project are to be of or associated with predisposed excess repurposed materials or ecofriendly sustenance.
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Upward Bound Math & Science Presenters: Tiffany Samuel, Amel Khan, Janel Stephenson, Lydia Fernandez, Max Rosas TRIO is a national grant initiative with eight programs spanning from middle school through doctoral level coursework. Upward Bound Math Science (UZBMS) has the specific goal of helping low income, first generation college bound students recognize and develop their potential to excel in Math and science and encourage them to pursue postsecondary degrees in these fields. Project participants are aspiring Science, Technology, Engineering and Math (STEM) professionals.
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The Art Museum as Muse: Towards an Arts-Integrated Composition Pedagogy Presenters: David Sherman (Associate Professor); Rhea Lewitzky (Lecturer) Dept. of English, CSU Dominguez Hills Faculty This poster will argue for more inter-disciplinary collaboration between University Writing programs and local visual arts museums. David Sherman (Associate Professor of English) and Rhea Lewitzky (Lecturer) will present a poster that showcases examples of collaboration between writing classes and two LA public art sites: the Museum of Latin-American Art (MOLAA) and the Dominguez Hills campus art gallery. Typical University Basic Writing curricula rely mainly on skill and drill teaching (Rose). This de-contextualized approach ignores much of what we now know about learning and cognition. Based on theories of multimodal learning and drawing from current art education scholarship that examines the cognitive aspects of art and visual literacy (Efland), we have designed and piloted an arts-integrated writing curriculum that promotes: 1) art-making as a mode of analytical inquiry and part of the writing process and 2) writing as a practice in art-making. Assignments are designed to enhance the critical and creative thinking of students by looking to contemporary appropriation art-practices as a site for bridging affect and intellect. One possible challenge that students may face during these assignments is not having the language or disciplinary tools needed to understand and talk about non-verbal/visual expression; therefore, providing students with the proper background material (such as language used to describe art) is imperative. In addition, students may be reluctant to create their own multimodal compositions in a forum where they are concerned that their work may be criticized. Finally, at the institutional level, museum education departments familiar with interacting with the general public may be unaware of the pedagogical needs of a writing class. Strong corroborating data and samples of art and writing produced by Dominguez Hills students will be shared.
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H2O4All_A Slam Dunk! Presenter: Moriba de Freitas Faculty Mentor: Kirti Sawhney Celly, Marketing/ Management The goal of this project is to understand the history and importance of World Water Day, and of the critical role that marketing plays in solving societal problems. Moriba examines the work of two organizations—the UNICEF and a creative advertising agency Droga, working together towards ZERO, a world in which no child goes thirsty and no child dies from