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Honors in Action: Transforming the World One Project at a Time!

Join us at the Phi Theta Kappa Honors Institute in San Diego for a transformative event. Learn "The Method" and brainstorm research objectives, research, action, and writing strategies. Don't miss out on this opportunity to make a difference!

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Honors in Action: Transforming the World One Project at a Time!

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  1. Phi Theta Kappa Honors Institute, San Diego, CA, June, 2019 Honors in Action:Transforming the World One Project at a Time! Presented by members of the Honors Program Council Dr. Rosie Banks, Prof. Steve Fritts, Dr. Patty Hall, Prof. Rahul Kane, Prof. Cassandra Powell, Dr. Mitch Stimers, and Prof. Lara Roemer

  2. WHAT WE’LL COVER • “THE METHOD” & BRAINSTORMING • RESEARCH OBJECTIVES • RESEARCH • ACTION • WRITING • CONCLUSION  • Q&A

  3. THE “OLD” METHOD a priori assumption Arguments or experiments based on those assumptions (assumed to be true)

  4. THE “NEW” METHOD De Perspectiva, 1021 A.D. Ibn al-Haytham Sir Francis Bacon NovumOrganum, 1620 A.D.

  5. OBSERVATION not ASSUMPTION

  6. You do this everyday, anyway, do it with purpose and intent for your HIA project! THE “NEW” METHOD OBSERVE – HYPOTHESIZE – TEST –  FORMULATE OBSERVATION

  7. I have a hypothesis on that! If you’ve ever said this, then you’ve begun the process of academic inquiry…the key to beginning a research project!

  8. BRAINSTORMING

  9. Brainstorming With Your Chapter Students               Advisors Be Open Minded         Be Organized Listen                 Provide Time Stay Curious          Be a Resource Use the Guide

  10. Brainstorming With Your Chapter Pro Tip 1: • Use Divergent Thinking: Idea Generation (versus Convergent Thinking: Idea Analysis) Pro Tip 2: • Start with the theme and work out towards ideas or • Start with an idea and work back through the themes

  11. Brainstorming With Your Chapter

  12. Possible Research Objectives • Approximately 20 sources • Approximately two weeks to conduct research • Find one day to evaluate bad and good sources • Set aside one day to reflect on select sources and determine research conclusions

  13. Adapted from Dr. Liesl Harris, Sal Adotta, & Dr. Rosie Banks, “Evaluation of Sources” Presentation at Catalyst 2018 RESEARCH

  14. Identify a Research Question • Rubric: “The chapter developed a thoughtful, answerable research questionto guide its academic investigation of the Honors Study Topic through one of the themes in the 2018/2019 Honors Program Guide.” • Purposeless research is just browsing: the research question gives purpose to your investigation

  15. Pro Tip 3: Follow Your Curiosity • What are you and your team passionate about? • What’s current or hot or interesting on your campus or in your community? • Which topics or interests are relevant to the themes? Which themes?

  16. Pro Tip 4: The Scholarly Question • What do we want to discover about our research topic? • What research have other scholars already conducted? • What remains undiscovered about this topic? • What are the relevant sources, and how readily available are they?

  17. How do the arts and entertainment impactrelationships and cultures along the border between San Diego and Tijuana?

  18. How do the arts and entertainment impact, reflect, and transformrelationships and cultures along the border between San Diego and Tijuana?

  19. Quality Research Rubric: “The chapter’s research included 8 sources that were clearly academic publications, academic interviews with expert sources conducted in the past yearby the chapter team. Expert sources are clearly wide-ranging and clearly represent different points of viewabout the Honors Study Topic and the theme selected by the chapter from the current Honors Program Guide.”

  20. Pro Tip 5: • Stay focused on relevance • Consider whether the source is addressing: • the theory or philosophy behind your research question; • the history behind your research question; • a potential answer to your research question, and/or; • speculation regarding your research question or theme in general • Check the date of the research, but don’t neglect the classics

  21. Pro Tip 6: • Consider levels of credibility and expertise • Check the domains • .edu • .gov • .mil • .org • .net • .com

  22. Choosing great sources: an activity

  23. Dates are High-Caloric Fat Bombs Whose Kingdom(-ain) is This? Sleuthing Towards Credibility 100 100 100 200 200 200 300 300 300 Next section

  24. Which Source is Better?: • Hemmingson, M. (2008). Zona Norte: The post-structural body of erotic dancers and sex workers in Tijuana, San Diego, and Los Angeles. Newcastle upon Tyne: Cambridge Scholars Publishing. • OR • Bitong, A. (2017). U.S.-Mexico border inspires artists to tell immigrants’ stories.

  25. Return Home Bitong, A. (2017). U.S.-Mexico border inspires artists to tell immigrants’ stories.

  26. Which Source is Better?: • Young, P. S. K. (2015). To show what will be by what has been: Thinking like an empire. Boom: A Journal of California, 5 (1), 71-78. • OR • Judd, D. R. (Ed.). (2002). The infrastructure of play: Building the tourist city. Cities and Contemporary Society. New York, NY: Routledge.

  27. Return Home Young, P. S. K. (2015). To show what will be by what has been: Thinking like an empire. Boom: A Journal of California, 5 (1), 71-78.

  28. Which Source is Better?: • Federal Writers Project. (2013). San Diego in the 1930s : The WPA guide to America’s finest city. Works Progress Administration. Berkeley: University of California Press. • OR • Stoddart, M.C.J. & Graham, P. (Spring 2016). Nature, history, and culture as tourism attractors: The double translation of insider and outsider media. Nature and Culture, 11 (1), 22-43.

  29. Return Home Federal Writers Project. (2013). San Diego in the 1930s : The WPA guide to America’s finest city. Works Progress Administration. Berkeley: University of California Press.

  30. Which Source is Better?: • Ramirez, P. C., Ross, L., & Jimenez-Silva, M. (2016). The intersectionality of border pedagogy and Latino/a youth: Enacting border pedagogy in multiple spaces. The High School Journal, 99 (4), 302-321. • OR • Steinberg, M. (2014). Incongruent humor, labor, and public fame in postwar Los Angeles. Archives of American Art Journal, 53 (1/2), 4-29.

  31. Return Home Ramirez, P. C., Ross, L., & Jimenez-Silva, M. (2016). The intersectionality of border pedagogy and Latino/a youth: Enacting border pedagogy in multiple spaces. The High School Journal, 99 (4), 302-321.

  32. Which Source is Better?: • Moyers, B. (2012). Listening to America: Between Two Worlds — Life on the Border. • OR • Pearson. (2018). The U.S./Mexico Border: Meeting at Friendship Park.

  33. Return Home Pearson. (2018). The U.S./Mexico Border: Meeting at Friendship Park.

  34. Which Source is Better?: • Kucher, K. (2010). In Depth: Mexico’s bicentennial and San Diego. San Diego Union-Tribune • OR • Wells, S. A. (2014). The scar and the node: Border science fiction and the mise en scene of globalized labor. The Global South, 8 (1), 69-90.

  35. Return Home Wells, S. A. (2014). The scar and the node: Border science fiction and the mise en scene of globalized labor. The Global South, 8 (1), 69-90.

  36. Which Source is Better?: • Engstrand, I. W. (2016). San Diego: California’s cornerstone. 2nd. ed. San Diego County, CA: Sunbelt Publications • OR • Bauder, H. (2014). The possibilities of open and no borders. Social Justice, 39 (4), 76-96.

  37. Return Home Bauder, H. (2014). The possibilities of open and no borders. Social Justice, 39 (4), 76-96.

  38. Which Source is Better?: • Urrea, L. A. (2014). The answers, and then the questions. Luis Urrea. Retrieved from Ted Talk: https://www.youtube.com/watch?v=i6ta7DQUKL0 • OR • Urrea, L.A. (2017).PEN America.  Retrieved from PEN America: https://www.youtube.com/watch?v=9eWxS43365k 

  39. Return Home Urrea, L.A. (2017).PEN America. 

  40. Which Source is Better?: • International Community Foundation. (2004). Blurred borders. Transboundary Issues and Solutions in San Diego/Tijuana Border Region. • OR • Ganster, P. & Collins, K. (2017). Binational cooperation and twinning: A view from the US–Mexican border, San Diego, California, and Tijuana, Baja California. Journal of Borderlands Studies, 32 (4), 497-511.

  41. Return Home Ganster, P. & Collins, K. (2017). Binational cooperation and twinning: A view from the US–Mexican border, San Diego, California, and Tijuana, Baja California. Journal of Borderlands Studies, 32 (4), 497-511.

  42. Additional Resources • Criteria for Evaluating Sources (Beck, 2009, New Mexico State University Library) • Distinguishing between Journals and Other Periodicals (Santa Ana College) • Information Literacy 101 (Heldt, Harold Washington College)

  43. Research Conclusions Rubric: "The in-depth academic research clearly provided substantial material for the chapter to carefully weigh and consider in determining an action component to implement that clearly addressed a finding and is directly connected to their research conclusions. Clear compelling evidence shows the research activities allowed participants to strengthen critical thinking skills."

  44. Through our research, we have found that there is significant influence in the area of arts and media in border towns, more specifically, between San Diego California, USA, and Tijuana, Baja California, Mexico.They effectively create their own sub-genres: borderland artistic endeavors that reflect a blend of ideals and aesthetics emerging from a shared history and culture. Answering The Question

  45. ACTION

  46. Action Objectives • Create opportunities for the campus community connect with local authors and increase awareness of cultural and historic connections between San Diego and Tijuana • Share results of the research process with both campus and community

  47. Documenting IMPACT of HIA Projects • Basic descriptive statistics • Parametric and non-parametric statistical testing • When looking for your sources, locate a few papers that are similar in topic to your project, read how others have described similar research • Connect your narrative to • The community • Your college • Your chapter • Your own experiences • Your life... • Your TRANSFORMATIONS! Use Faculty on Your Campus! Adapted from Dr. Mitch Stimers & Prof. Lara Roemer, “Documenting the Quantitative and Qualitative Impacts of your HIA Project” Presentation at Catalyst 2018

  48. Potential Actions stemming from our research objectives • Setting up a writing workshop with college faculty and high school students from the area • Hosting a poetry slam • Creating mentoring partnerships between college and high school students • Compiling a book of works by campus and community members

  49. Consider… • Not all actions need to be quantitative : Surveys or data collection; they can also be qualitative such as events, creating ethnographies or profiles and publishing books • While using human subjects, make sure you have IRB approval • Not knowing how to do something should not prevent you from doing it

  50. WRITING

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