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2016 Symposium Program UNDERGRADUATE SYMPOSIUM FOR SCHOLARLY & CREATIVE WORK SCHEDULE OF EVENTS Tuesday, April 12, 2016 Symposium Judging 9:00 am – 5:00 pm Grand Ballroom at Tutor Campus Center (Judges only – closed to presenters and general public) Wednesday, April 13, 2016 General Presentations, Exhibits, and Displays 11:00 a.m. - 2:00 p.m. Grand Ballroom, Franklin Suite, and Forum Room at Tutor Campus Center Awards Ceremony & Dinner Reception 6:00 p.m. – 7:30 pm Town & Gown ii April 13, 2016 Dear Members of the USC Community: It is my pleasure to welcome you to USC’s 18th Annual Undergraduate Symposium for Scholarly and Creative Work. The Symposium is designed to provide USC undergraduates with the unique opportunity to exhibit and share examples of their significant research, scholarly and creative work with the university community. Although the Symposium is modeled on a professional conference poster session, students may exhibit their work in a variety of ways, such as through posters, art exhibits, and electronic media. All undergraduates are encouraged to participate. An award ceremony recognizing the most outstanding works will take place at the end of the Symposium and includes First Prize awards of $1000 and Second Prize awards of $500 in each of the following categories. Arts Humanities Social Sciences Life Sciences Physical Sciences, Math & Engineering A panel of distinguished faculty will judge submissions in each category. After the judging, you are cordially invited to attend the Award Ceremony in Town & Gown at 6:00 p.m. where the winners will be announced. We hope you enjoy USC’s Undergraduate Symposium, which promises to be a highlight of the semester this year and in many years to come. Sincerely, Michael Quick Provost and Senior Vice President for Academic Affairs iii The USC Undergraduate Symposium for Creative and Scholarly Work provides undergraduates with the unique opportunity to exhibit and share examples of their significant research and creativity with the university community. This year, we have received 155 submissions with participation from nearly 210 students. Students present work in a variety of ways, such as through poster/panel sessions, art exhibits, and electronic media. All undergraduates are encouraged to participate. For some students, the symposium serves as a culmination of work they have produced in partial fulfillment of a senior honors project, or a research project with faculty, both individually and as part of a program. ACKNOWLEDGEMENTS On behalf of the Office of Undergraduate Programs and the Office of the Provost, we graciously thank USC faculty and graduate judges for volunteering their time. The success of the undergraduate symposium is largely due to the contribution of their expertise in the judging process. We would like to give special thanks to the USC Helenes and the Trojan Knights for their faithful service. Also, we would like to give a warm thanks to the faculty advisors who have sponsored students in this year’s Symposium. Your dedication to embrace teaching through inquiry-based learning has made this event as successful as it has been. And finally, we would like to express our gratitude to the USC Schwarzenegger Institute for State and Global Policy for their time, effort and commitment to this extraordinary event. THANK YOU!!! iv 18th Annual Undergraduate Symposium for Scholarly and Creative Work Table of Contents SCHEDULE OF EVENTS ................................................................................................. ii LETTER FROM PROVOST MICHAEL QUICK ............................................................ iii WHAT IT’S ALL ABOUT ................................................................................................ iv TABLE OF CONTENTS .....................................................................................................v ARTS ...................................................................................................................................1 HUMANITIES ...................................................................................................................11 LIFE SCIENCES ...............................................................................................................22 PHYSICAL SCIENCES, MATH & ENGINEERING ......................................................47 SOCIAL SCIENCES .........................................................................................................68 INDEX OF PARTICIPANTS ............................................................................................94 INDEX OF PARTICIPANTS BY CATEGORY ............................................................100 MAP OF EXHIBITS........................................................................................................105 v out into the wider world. How can Waldorf educational philosophies be merged with digital technical innovation to both move Waldorf forward into the 21st century digital world? That’s where Baby Blue Bird Arts (B3) comes in. B3 combines foundational elements of Waldorf education with digital media to explore how the two can be constructively joined. Users play a whimsical narrative and gestural game to replicate simple geometric drawings. As the story and game progress, the drawings build on each other and grow in complexity, until the user has composed a shape that they were unable to replicate at the beginning of the game. The goal of B3 is to demonstrate how Waldorf education could begin embracing digital media components in their pedagogy, Exhibit#: A03 preparing students to be responsible Category: Arts citizens of the digital world. Name(s): Storm Nylen Submission Type: Individual §§§§ Project Sponsor(s) and Collaborator(s): Exhibit#: A01 Steve Anderson, Media Arts and Practice; Elizabeth Ramsey, Media Arts and Practice Category: Arts Format: Creative Work Name(s): Larry (Jai) Johnson Title: Baby Blue Bird (B3): The Integration Submission Type: Individual of Digital Media into Waldorf Project Sponsor(s) and Collaborator(s): Education Bob Alderette, Roski School of Art and Abstract: Design Contrary to popular belief, there still exist Format: Creative Work classrooms where, instead of pervasive Title: BE; Affirming Existance testing, there is play, creativity and Abstract: exploration. This is the standard in Waldorf When the questions of identity and education, a philosophy that emphasizes acceptance, rights and responsibilities, imagination, learning through body privileges, purpose and propriety are all movement, and the holistic development of examined and laid to rest the common the child. Waldorf also advocates minimal factor is the importance of being. Be is digital media exposure for children (both in about the complexities and importance of and out of school), believing that excessive existence as an African American in media consumerism negatively impacts a contemporary society. I plan to display a child’s development. Yet in the heavily series of large format painting containing digital 21st century, a lack of education representations of Black life from multiple about and exposure to technology can perspectives. Be will critique and celebrate severely handicap a student as they move Blackness in many varied forms. Be speaks 1 about injustice towards Black people, and Exhibit#: A11 errors in judgment by Black people. Category: Arts §§§§ Name(s): Azmera Hammouri-Davis Submission Type: Individual Exhibit#: A09 Project Sponsor(s) and Collaborator(s): Category: Arts Anita Dashiel Sparks, Department of Name(s): Logan Austin Theatre Submission Type: Individual Format: Creative Work Project Sponsor(s) and Collaborator(s): Title: Break The Boxes: Freedom - Spoken Word Poetry Series Pablo Frasconi, School of Cinematic Arts Abstract: Format: Creative Work Break The Boxes is a visual poetry series Title: The Big Empty that explores the power of movement and Abstract: word through the art forms of capoeira This film came out of a very painful period and poetry in order to discover of my life. Late in my sophomore year, I intersections of human empathy via suffered a major depressive episode that different creative mediums. Break The left me feeling worthless, alone, and self- Boxes ties in poetic storytelling to merge hating. I felt an inability to connect to any conversations surrounding minority human beings around me in a meaningful representation, cross-cultural exposure, way - even when I shared how I was power of performance, social justice, race, feeling, I felt as though my words were class and ethnicity. These themes are ignored or not fully understood. Towards explored by utilizing unique narratives that the end of this period, I turned to self- illustrate authentic stories from volunteers harm, something that I had never done who participated in the experiment before. While a horrible thing, the resulting answering the question of "What Does scars caused one of my close friends to Freedom Look Like To You?". By having reach out to me in a way that they hadn't volunteer participating through convenient before. I sought the help that I needed and sampling on a large college campus, Break managed to come out of the place of The Boxes lends itself to the ethnographic darkness that I found myself in. I often find representations behind varying classes and it difficult to share my emotions in a direct histories of peoples including but conversational sense. However, I find that expanding upon African American through the "disguise" of artistic work, I diaspora,
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