HTCC Student Research Conference Information Session

Fall 2012

Honors Transfer Council of California (HTCC)

Student Research Conference

at UC Irvine Student CenterSaturday, March 23, 2013

8:30-4:30

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 group or 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

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

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.

Special Opportunities• HTCC Awards/Scholarships1. Poster Awards: • Cash prizes: 1st, 2nd, 3rd in both Humanities/Social

Sciences and Physical/Life Sciences categories. • 1st place: $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.

 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.

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.

• Publication OpportunityAll 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.

HTCC Application FormsUCI Research Conference

Honors Transfer Council of CaliforniaSaturday, 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

• 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: ______________________________________________•

• 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

Research Disciplines (HTCC categories)

• 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

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 ____________

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 ____________•

Function of Faculty MentorThe 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.

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.

Getting Started: Looking for topics• Course projects and papers• Newspapers, magazines, conversations• Think about what interests you

1) People2) Historical Event3) Psychological Phenomenon4) 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 Methods8) Problems from your daily life

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

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

Getting Started: Consider PurposeResearch 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.

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

• 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

• 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

• 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

• 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

Writing the Abstract

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

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)

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).

A Magical Shortcut Does Not Exist: The Importance of Total Immersion in Language Acquisition in Study Abroad Context

Catchy Primary Title

A Closer Look: The Title

Informative Subtitle

Paragraph 1 BreakdownWith 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).

Opening sentence provides

context and relevance

Presents key research concept with citation

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

Paragraph 3 BreakdownIn 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

Works Cited Reminders

Works CitedCarney, 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.

HangingIndent

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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

Follow ThroughHTCC 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 A204Abstract Workshop and Peer Review Session•Tuesday, November 27, 11:00-12:00 A305•Thursday, November 29, 3:00-4:00 B117Contact honorsprogram@ivc.edu with questions.

Other Resources:

National Council on Undergraduate Research (NCUR) http://www.ncur.org/ugresearch.htm

Council on Undergraduate Research (CUR) http://www.cur.org