HTCC Student Research Conference Information Session Fall 2012

1. HTCC Student Research Conference Information Session Fall 2012

2. Honors Transfer Council of California (HTCC)Student Research Conferenceat UC Irvine Student CenterSaturday, March 23, 20138:30-4:30

3. What: HTCC (Honors Transfer Council of California) Student Research Conference • Who: Community college Honors students and other high-performing students • Where: UC Irvine • When: Saturday, March 23, 2013 • Formats: • Oral Presentations (12-minute individual; 20-minute small groupor 40-minute large group) • Poster Presentations (individual or group) • Creative Performances • Deadlines:Dec. 3, 2012: 250-word proposal abstract due to Honors Program Director • Awards: Several Poster and abstract awards, $50-$1000; publication opportunity • Conference Website: http://www.honorstcc.org

4. Benefits of Research • Improving communication, leadership skills, and problem-solving skills • Strengthening applications for potential scholarships • Boosting resumé • Gathering new knowledge • Clarifying career and academic goals/interests • Learning the methods of your field • Entering your field's professional dialogue • Developing lifelong professional and academic connections

5. Conference Website • http://www.honorstcc.org/conference/index.html • Consult website for conference information and for tips on writing abstracts and creating effective presentations, poster guidelines, sample abstracts and posters, etc. • Dr. Ryals will submit all student applications to the conference. • Note: IVC has internal deadlines that differ from the deadlines listed on the conference website.

6. Special Opportunities • HTCC Awards/Scholarships 1. Poster Awards: • Cash prizes: 1st, 2nd, 3rd in both Humanities/Social Sciences and Physical/Life Sciences categories. • 1stplace: $500; 2nd place: $250; 3rd place: $100. • To apply: Awards are based on poster displays; no additional abstract needed once admitted to conference; all poster exhibits are automatically entered into the competition.

7. 2. Competition Abstract Awards: • HTCC Outstanding Abstract Awards (up to 5 @ $500) • HTCC Director’s Award (1@ $1000) • To apply: Requires an additional 400-word abstract due to Dr. Ryals in February, as well as attendance at the conference. Only oral presentation participants are eligible for abstract awards.

8. 3. UCI Research Grants:   Through the Undergraduate Research Opportunities Program (UROP), UCI is offering up to four research grants to students who present papers at the conference and subsequently undertake research as students at UCI. Selection is based on the quality of the student abstracts, with up to a total of two grants for each of four major academic categories: humanities, mathematics, science, social sciences. • To apply: Presenters transferring to UCI next year are eligible for UCI Grant awards. Requires submission of a 400-word abstract to Dr. Ryals by February for either a poster or oral presentation and participation at the conference. Receipt of the UCI Grant is contingent upon actual transfer to UCI. If you plan to transfer to UCI and are interested in a UCI grant, please see Dr. Ryals.

9. Publication Opportunity All 250-word research proposals for poster or oral presentations accepted to the conference will automatically be considered for publication in the conference booklet, Building Bridges, which comes out following the conference. Students may have only one abstract published.

10. HTCC Application Forms UCI Research Conference Honors Transfer Council of California Saturday, March 23rd, 2013 Submission Information and Deadlines To apply for the 2013 HTCC Student Research Conference, you must do the following: • Attend an information session about the conference. • Submit an electronic copy of the “HTCC Application Form” below to kryals@ivc.edu by Monday, December 3, 2012 at 5:00 p.m. • Submit a hard copy of the “Research Authentication Form” to the Honors Office (Room A209) by Monday, December 3, 2012 at 5:00 p.m. • A separate HTCC Application Form and Research Authentication Form must be submitted for each student proposal. • Forms available on Honors Program Website: http://ivc.edu/academics/honors/Pages/default.aspx

11. HTCC APPLICATION FORM • Submit the following electronically by December 3, 2012 at 5:00 p.m. to kryals@ivc.edu. • Applicant Information:  • Name: ______________________________________________ • Cell Phone: ______________________________________________ • Email: ______________________________________________ • Major: ______________________________________________ • Faculty Mentor Information:   • Name: ______________________________________________ • IVC Phone: ______________________________________________ • Email: ______________________________________________

12. Presentation Type (check the appropriate category): • ___Individual Oral Presentation (12 minutes for talk, 5 for discussion) • ___Small Group Oral Presentation (2 presenters: 20 minutes for talk, 10 for discussion) • Other presenter: • Name__________________________________ Email________________________ • ___Large Group Oral Presentation (3 or more presenters: 40 minutes for talk, 10 for discussion) • Other presenters: • Name__________________________________ Email________________________ • Name__________________________________ Email________________________ • Name__________________________________ Email________________________ • Name__________________________________ Email________________________ • ___Creative Performance (12 min. for presentation, 5 for discussion) • ___Poster Display

13. Research Disciplines (HTCC categories) Humanities ___Art History ___Languages / Literature ___Philosophy / Religion ___History ___Communications / Rhetoric ___Humanities / General ___Film Studies Social Sciences ___Psychology ___Anthropology ___Sociology ___Economics ___Political Science ___Social Sciences / General Sciences___Mathematics ___Physics / Astronomy ___Earth Sciences ___Chemistry ___Biology ___Sciences / General Fine Arts ___ Music ___Theatre ___Readings / Poetry ___Dance ___Graphic Arts ___Fine Arts / General

14. RESEARCH ABSTRACT: • Catchy and Informative Title • 25-Word Abstract • This short abstract is a very brief identification of your topic.  If your submission is accepted, it will be placed into the Conference Program. The short abstract may be a sentence taken from the 250-word abstract. • 250-Word Abstract • In this abstract, you will provide a brief summary of your research project/presentation, including the main argument that you will make along with some mention of key points of evidence and in-text citations as needed. • Works Cited List • MLA-formatted Works Cited containing at least 5 authoritative sources. • See the conference website for abstract guidelines and sample abstracts: http://www.honorstcc.org/conference/index.html

15. RESEARCH AUTHENTICATION FORM • A hard copy of this form must be submitted to the Honors Office in Room A209B by December 3, 2012, in order for the student to be eligible to participate in the 2013 HTCC Student Research Conference. Other materials should be submitted electronically by December 3, 2012. (Please add additional places for signatures below as needed.) • Student Verification (multiple signatures required for group presentations) • I confirm that my HTCC abstract entitled ________________________________________ reflects my own work and my own writing and that I have documented all words and evidence taken from research sources. • Signature ______________________________________ Date ____________ • Signature ______________________________________ Date ____________ • Signature ______________________________________ Date ____________ • Signature ______________________________________ Date ____________

16. Research Authentication Form (cont.) • Faculty Mentor Verification (multiple mentors acceptable) • I confirm that I have worked with the student(s) above on this research project and proposal abstract. • Signature ______________________________________ Date ____________ • I confirm that I have worked with the student(s) above on this research project and proposal abstract. • Signature ______________________________________ Date ____________ • I confirm that I have worked with the student(s) above on this research project and proposal abstract. • Signature ______________________________________ Date ____________

17. Function of Faculty Mentor The faculty mentor should guide your research in the following ways: • Help you define your research question; • Aid you in designing a research methodology that is appropriate for your topic and your discipline; • Help you locate relevant research materials; • Assist you with writing your proposal and practicing your presentation. • Because different disciplines have different protocols, working with a faculty mentor in the appropriate field is essential to ensure sound and ethical research.

18. What research topics are acceptable? • This research conference is multidisciplinary, so topics in all academic areas are welcome, including the following: Business Sciences; Fine Arts; Humanities and Languages; Kinesiology, Health, and Athletics; Math, Computer Science, and Engineering; Physical and Biological Sciences; Social and Behavioral Sciences.

19. Getting Started: Looking for topics • Course projects and papers • Newspapers, magazines, conversations • Think about what interests you 1) People 2) Historical Event 3) Psychological Phenomenon 4) Cultural Product (e.g. Artworks) 5) Natural Phenomenon (e.g. volcano eruption) 6) Social Issues or Events (e.g. government policy) 7) Business Techniques and Methods 8) Problems from your daily life

20. Getting Started: Literature Review • Okay to begin w/Google Search on topics of interest but also spend quality time researching and reading the relevant literature in your field • In most cases—particularly as topic becomes more defined—rely on published, peer-reviewed scholarly journals and articles, not textbooks or websites • Make use of your librarian and your professors to access scholarly materials • Knowing the literature that exists on your topic will help you to formulate a relevant, interesting research question and proposal

21. Getting Started: Faculty Mentorship • Faculty mentors can play a crucial role in helping you to define a topic • Find a faculty mentor for your project, ideally someone who is an expert in the discipline(s) in which your topic falls: does not have to be someone with whom you’ve taken a class • Do some preliminary research so that you have ideas when you approach the faculty member, but also ask for help brainstorming and refining your topic • Use proper etiquette in approaching faculty

22. Getting Started: Consider Purpose Research and research presentations can have several goals, including the following. Considering your purpose can help to frame and delimit your project. Some common purposes include • To review what is known about a topic (literature review) • To lay out the terms/sides of a debate • To understand, explain, and illustrate an issue or phenomenon • To test a hypothesis • To solve a problem • To advance an argument or interpretation • To show the potential implications of an idea, a phenomenon, etc.

23. Sample Topics: (from 2011 HTCC Conference) • Literature and Film • The Theme of Fatherhood in Autobiographical Graphic Novels • Eccentricity and the Genius Detective • Blood, Sex, and Consequences: The Violent Origins of Fairy Tales • A Rose Is Not Always a Rose: A Freudian Analysis of the Film American Beauty • Beyond the Whitewash: The Purpose of Memory in Beloved and Its Impact on History • The Most Dangerous Time to be Ill: Medicine in Pride and Prejudice • Beautiful Work: The Product of a Series of Destructive Events in the Life of Edgar Allan Poe • The Monster of Venice: Examining the Importance of Historical Context when Analyzing Shakespeare's Plays

24. Art History • Surrealism: A Cultural Impetus • Emotional Truth as Social Protest: An Analysis of Goya's The Third of May 1808 • Philosophy-Religion • The Problem of Natural Evil: Objections to the Free Will Theodicy • Moral Absolutism vs. Moral Skepticism • Human Perception of the Flood in the Ancient Near East

25. History • The Menace of Free Trade: Costs and Consequences of the Forced Opening of 19th Century China • Libraries That Changed the World: Alexandria and Toledo • Transvestites, Naughty Nurses, and Slave Impersonators: How Women Helped Win the Civil War

26. Economics • Technology and Economic Growth in Japan 2005-2008 • Looking Back After the Storm: The IMF and the 1997 Asian Financial Crisis • Psychology • The Impact of Slang on Self-Esteem • The Impact of Depression Among Athletes • Born To Be Mild: What Your Beliefs Surrounding Birth-Order Effects Say about You • The Manifestation of Bipolar Affective Disorder Post Brain Injury • Socially Awkward: A Look Into the Alienation and Efforts to Assimilate by People with Asperger’s Disorder • Anthropology • Anthropological Analysis of the Parkour Culture: A Video Ethnography • The Need for Enrichment in Captive Primate Populations • Sociology • The Handshake Brings Down the Company: How Nonverbal Communication Creates Challenges in International Business and Its Solutions • Rave Culture of the Modern American Youth and Its Psychological Aspects

27. Biology • An Examination of the Effects of Organic Pesticides on Plant Health • The Effects of Ultraviolet Radiation on Yeast Screened by Plant Pigments and Antioxidants • Earth Sciences • Ecological Prostitution: Water's Role in the American Southwest • Ocean Acidification • Sciences-General • The Effects of the Built Environment on Health in America

28. Writing the Abstract

29. What is an abstract? • A brief summary of your research • Includes • Original and informative title • Research topic, question, hypothesis, and/or purpose • Research methods used or anticipated • Implications or conclusions drawn or anticipated

30. HTCC Abstract Guidelines • Note: Abstract guidelines often differ from conference to conference • For HTCC: • 250-words • 1-3 paragraphs • Minimum 5 scholarly sources • Also some evidence, in-text citations • Works Cited (MLA Format)

31. Presenter: Eunice Kim, Irvine Valley CollegeMentor: Professor Brenda BorronTitle: A Magical Shortcut Does Not Exist: The Importance of Total Immersion in Language Acquisition in Study Abroad Context With English fluency a major factor in university admissions and employment offers in South Korea, many Korean students spend time abroad in English-speaking countries in order to learn English (Cho). Students often believe that English proficiency is proportional to the length of residence. However, a simple cause-and-effect relationship does not exist between residence and fluency. Rather, total immersion in the language entailing intensive practice is the key to language acquisition (Wayne). Where total immersion occurs during time abroad, students tend to make impressive progress, while distractions from immersion lead to unsatisfactory results (West). Unfortunately, many Korean students living in the popular study-abroad destination of California find total immersion difficult to achieve (Carney). The large non-English- speaking Korean population in the region, coupled with infrequent opportunities to interact with local American students, reinforces Korean students’ propensity to insulate themselves from native speakers, thus inhibiting their ability to learn English. In order to facilitate immersion, students need to overcome the temptations to socialize within the familiar group of Koreans, and instead venture to interact with Americans, exposing themselves to the English-speaking environment (Carney; Medina). By participating in diverse social activities such as campus clubs and volunteer organizations, students can make local acquaintances and partake of cultural practices. In addition, through Internet social-networking services such as Facebook, students can continually interact with their new friends while practicing English. Also, residing with local American families can maximize students’ daily involvement with English in real-life contexts. While a magical shortcut for language acquisition does not exist, intensive immersion combined with individual effort is “the only way to true fluency” (Wayne).

32. A Closer Look: The Title A Magical Shortcut Does Not Exist: The Importance of Total Immersion in Language Acquisition in Study Abroad Context Catchy Primary Title Informative Subtitle

33. Paragraph 1 Breakdown Opening sentence provides context and relevance With English fluency a major factor in university admissions and employment offers in South Korea, many Korean students spend time abroad in English-speaking countries in order to learn English (Cho). Students often believe that English proficiency is proportional to the length of residence. However, a simple cause-and-effect relationship does not exist between residence and fluency. Rather, total immersion in the language entailing intensive practice is the key to language acquisition (Wayne). Where total immersion occurs during time abroad, students tend to make impressive progress, while distractions from immersion lead to unsatisfactory results (West). Presents key research concept with citation

34. Paragraph 2 Breakdown Unfortunately, many Korean students living in the popular study-abroad destination of California find total immersion difficult to achieve (Carney). The large non-English- speaking Korean population in the region, coupled with infrequent opportunities to interact with local American students, reinforces Korean students’ propensity to insulate themselves from native speakers, thus inhibiting their ability to learn English. Logical break between paragraphs; demonstrates problem to be addressed

35. Paragraph 3 Breakdown In order to facilitate immersion, students need to overcome the temptations to socialize within the familiar group of Koreans, and instead venture to interact with Americans, exposing themselves to the English-speaking environment (Carney; Medina). By participating in diverse social activities such as campus clubs and volunteer organizations, students can make local acquaintances and partake of cultural practices. In addition, through Internet social-networking services such as Facebook, students can continually interact with their new friends while practicing English. Also, residing with local American families can maximize students’ daily involvement with English in real-life contexts. While a magical shortcut for language acquisition does not exist, intensive immersion combined with individual effort is “the only way to true fluency” (Wayne). Articulates research conclusion and delineates specific solutions Effective concluding sentence uses key source and reiterates thesis

36. Works Cited Reminders Hanging Indent Works Cited Carney, Christina. Personal Interview by Eunice Kim. 01 Dec 2009. Cho, Joohee. "English Is The Golden Tongue for S. Koreans; Parents Pay a Fortune so Children Can Learn." The Washington Post 02 July 2007, final ed. Web. 25 Mar. 2010. Medina, Sarah. “Immersion Program.” YouTube. Web. 11 Nov. 2009. Wayne, Herbert. E-mail Interview by Eunice Kim. 09 Nov 2009. West, Charlotte. "When One is Not Enough. " International Educator 18.1 (2009): 18-26. Web. 25 Mar. 2010. A Z

37. Bay Honors Consortium • What: Bay Honors Consortium • Who: Community college Honors students and other high-performing students • Where: Alternates bt. Stanford and Berkeley; (2013: Stanford) • When: May, TBD • Formats: • Oral Presentations (15-minute individual; 20-minute group) • Deadlines: February: 150-word proposal abstract • Award: One award for best abstract • Conference Website: http://www.losmedanos.edu/honors/research/info.asp

38. Follow Through HTCC Mandatory Informational Workshops (Attend One) • Tuesday, November 13, 12:00-1:00  B258 • Tuesday, November 13, 3:00-4:00 B212 • Thursday, November 15, 3:00-4:00 B117 • Friday, November 16, 9:00-10:00 A204 Abstract Workshop and Peer Review Session • Tuesday, November 27, 11:00-12:00 A305 • Thursday, November 29, 3:00-4:00 B117 Contact honorsprogram@ivc.eduwith questions.

39. Other Resources: National Council on Undergraduate Research (NCUR) http://www.ncur.org/ugresearch.htm Council on Undergraduate Research (CUR) http://www.cur.org