Spring 2020
Information Synthesis Level 4, Original Research Level 2-4, Dissemination of Results Level 1-3
Information Synthesis Level 4, Original Research Level 2-4, Dissemination of Results Level 1-3
In the spring of 2020, I conducted a research project to complete my 499 Honors Individual Study course as well as the Honors research competency. With the help of a faculty advisor, Dr. Heather McIntosh, I was able to complete my research project and present it at the Undergraduate Research Symposium (URS). This research project was titled, “Study on the portrayal and representation of diversity among Minnesota colleges.” Throughout this research project, I gathered and integrated resources, developed my own research question and project, and presented my findings at the URS. I was awarded an Outstanding Presentation award from the URS because of my project.
By gathering information from a variety of sources and putting my data together, I was able to understand more about the research process as well as discover new knowledge (Information Synthesis Level 4). The process of integrating and synthesizing ideas helped me understand that there were many different approaches to conducting research as well as many different ideas or conclusions that could come from the same research project. As I was layering different parts of my research together, I was collecting different conclusions. If I hadn’t collected quantitative research, my conclusions would not have as well depicted how minorities were not accurately represented. Also, while I was conducting my research project, I was worried that it wasn’t coming together or wouldn’t be enough. However, once I started to put together all of my data points, that’s when I realized how large my research project had become. I had various data points on different spreadsheets and documents, and it wasn’t until I combined them and started analyzing them as a whole that I was able to clearly gather my conclusions. At the end of my research project, I had collected data on 1,000 types of content from five different platforms and had gathered over 3,000 data points. I realized that I would not have reached the same conclusions if I had not used a variety of sources, and it was only after I synthesized my data that I was able to fully draw conclusions from my project. I will apply the knowledge of synthesizing information to create new knowledge in my future career where I will be required to draw upon multiple sources to create a final piece. A part that I will continue to grow upon is being able to understand what pieces of information are okay to not include in the final project while having it still be a coherent piece.
After I formulated my research question, I had to develop and make changes to my research project in order to accomplish my goals (Original Research Level 2). As I continued on with my research project, I realized that I needed to develop and make changes to my research question and project. My question was, how is diversity portrayed in promotional materials at Minnesotan colleges? The aspect of my question that I had to adapt was that I couldn’t analyze all aspects of diversity. I had wanted to analyze diversity in a broader sense, including race, religion, sex and gender, and disability. However, with the approach that I had in mind, which focused on analyzing photos, I had to make changes to the goals of my project. I chose to instead analyze white and non-white people to get a sense of an aspect of diversity among Minnesota colleges. I also developed my research question by deciding on my methods and platforms that I should analyze. By understanding that my goal was to find how diversity was portrayed, I decided that I needed to focus on main social media platforms, emails, and promotional materials sent from the colleges. My research question helped to guide and plan out the research that I needed to conduct. Making adjustments to my question and my goal was necessary in order to conduct and finish my research project. This experience helped me to understand the importance of developing a research question. I will continue to practice developing and adapting questions or goals of projects as needed as I continue to build upon them.
For my project, I conducted primary research through a quantitative analysis as well as a thematic analysis in order to extend my knowledge on my topic (Original Research Level 3). From my research question, I was then able to decide what appropriate methods and platforms I was going use. In order to complete my research project, I conducted a quantitative analysis on the promotional materials that I collected for the selected colleges. This approach helped me to gather concrete, statistical evidence that would support my findings. I had not originally intended to gather statistical data, but after sifting through ample information, I realized it was important to include this data. I also conducted a thematic analysis on a select number of photos that I had gathered. When I first started this research project, I had wanted to focus on what conclusions I could draw from the photos I was looking at. For example, I wanted to be able to research and draw conclusions from who was included in the photo, who was left out, and how they were arranged. By conducting this research, I was able to create new knowledge that would impact the media profession. I concluded that there was a 4% difference in how Minnesota colleges represented diversity compared to their reported diversity. I learned that different research approaches gather different evidence. It is important to clearly understand your goals of your project and then determine the approaches based upon what information you intend to gather. This experience helped me to gain research skills that will allow me to better gather information on various projects in my future career. A part that I will continue to grow upon is how to determine what methods and channels of research are best for me to analyze depending on the project type.
My research project helped to create new knowledge in my discipline by providing statistical evidence and creating a new perspective on the representation of minorities among Minnesota colleges (Original Research Level 4). My research project extended knowledge by shedding light and adding a new perspective to the representation of minorities. This project also extended knowledge in my career field because, as a soon to be media professional, it is important to be cognizant of how we choose to represent minorities and/or diversity. Sometimes in marketing, there are often message received that were sent unintentionally. Race and diversity are a common issue, because sometimes we don’t pay attention to the messages that it is sending. Are we saying that minorities do not belong at a particular college because their marketing materials don’t display those individuals? Or are we giving off a false sense of diversity if we display more people of color? It was interesting to take an in-depth look at how the six different Minnesota colleges used their social media and other platforms to market themselves. Although that was not something that I analyzed or reported specifically in my research project, I was practicing researching with a media/marketing mindset that would help me in my future career. My finalized research project included my qualitative and thematic data as well as charts and pie graphs to help visually display this information. I displayed my research from the five various platforms I had gathered information from. I also included the top nine themes I had drawn from my thematic analysis. This research project helped to create new knowledge in this discipline by providing evidence on the dis-proportionality of how minorities are represented among Minnesota colleges. By finalizing this research project, I was able to gain experience researching a topic that interested me. After college, I know I will be better equipped to conduct research when assigned various tasks that require research skills.
I chose to present my research project at the MNSU’s Undergraduate Research Symposium, URS, because I knew it would provide me with experience presenting research as well as gaining feedback on my work (Dissemination of Results Level 1). I had become familiar with the URS as some of my friends had presented their research at this venue in previous years. I also was guided by faculty and reassured that the URS would be a good venue to present my research. I knew that this venue would provide me with the experience of presenting my research as well as feedback on my project and presentation. Before I presented research at the URS, I made sure I was aware of all of the requirements for submission such as details on presentation attire and poster requirements. I had two options to present my research at the URS. I could either participate in a poster presentation or an oral presentation. I wanted to be able to visually present my research which is why I chose to present a poster. One thing that I still need work on is to be able to determine what other venues are available for me to present research. As someone who doesn’t often formally conduct research, I am not as aware of other options for venues.
In my proposal for my research project at the URS, I organized my goals and plan for my research project as well as described the implications of my project (Dissemination of Results Level 2). Writing a proposal for the URS was a learning experience, as I had never written one before. I relied on the guidance of my faculty advisor, examples from previous presenters, and suggestions from friends who had experience writing them before. In my URS application, I included my project title, project abstract, faculty information, my department, a photo, and my biography. Writing my abstract helped me to clearly organize my goals and plan for my research project. In my abstract, I clearly outlined my methods and described the importance and implications of my research project. When I was writing this abstract, I was still in the beginning stages of my research. It was exciting writing down what I hoped I would accomplish, and it helped me to better visual my project and goals. I was also able to better put into perspective the importance and implications of my research project by clearly outlining it in my abstract. While I believe my abstract for this project was successful, I know that I will need to work on this skill if I decide to write an abstract for another project in the future. I know that formally writing research is not one of my strongest traits, but it is a skill that I can now expand upon.
By presenting my research project at the URS, I was able to reflect and gain feedback on the work that I had completed that semester (Dissemination of Results Level 3). I was looking forward to printing out my research poster and presenting it in front of judges and my peers at the URS. However, due to COVID-19, we were unable to present in person and instead had the opportunity to present research virtually. I think presenting my research virtually taught me different lessons, both positive and negative, than if I had been able to present it physically. The opportunity to present my research virtually allowed me to adequately prepare my speech and explanation of my project. If I had presented it in person, I think how I presented it would be more organic, and I would have been put more on the spot, challenging my presenting skills more. However, I believe that I gained more feedback on my presentation because I submitted it virtually. Being able to record my presentation in order to submit it virtually has allowed me the opportunity to look back, review, and reflect upon my research and my presentation. There are things about this experience that I would change if I could re-do them, and there are changes that I would make to my presentation if I had the opportunity to do it again. Some of the feedback I received was that I didn’t as clearly explain the goals and significance of my research project. I am looking into submitting my research project to other academic venues and conferences in order to try to give me another opportunity to present my research, obtain more feedback on my project, and grow as a presentation and researcher.
After I formulated my research question, I had to develop and make changes to my research project in order to accomplish my goals (Original Research Level 2). As I continued on with my research project, I realized that I needed to develop and make changes to my research question and project. My question was, how is diversity portrayed in promotional materials at Minnesotan colleges? The aspect of my question that I had to adapt was that I couldn’t analyze all aspects of diversity. I had wanted to analyze diversity in a broader sense, including race, religion, sex and gender, and disability. However, with the approach that I had in mind, which focused on analyzing photos, I had to make changes to the goals of my project. I chose to instead analyze white and non-white people to get a sense of an aspect of diversity among Minnesota colleges. I also developed my research question by deciding on my methods and platforms that I should analyze. By understanding that my goal was to find how diversity was portrayed, I decided that I needed to focus on main social media platforms, emails, and promotional materials sent from the colleges. My research question helped to guide and plan out the research that I needed to conduct. Making adjustments to my question and my goal was necessary in order to conduct and finish my research project. This experience helped me to understand the importance of developing a research question. I will continue to practice developing and adapting questions or goals of projects as needed as I continue to build upon them.
For my project, I conducted primary research through a quantitative analysis as well as a thematic analysis in order to extend my knowledge on my topic (Original Research Level 3). From my research question, I was then able to decide what appropriate methods and platforms I was going use. In order to complete my research project, I conducted a quantitative analysis on the promotional materials that I collected for the selected colleges. This approach helped me to gather concrete, statistical evidence that would support my findings. I had not originally intended to gather statistical data, but after sifting through ample information, I realized it was important to include this data. I also conducted a thematic analysis on a select number of photos that I had gathered. When I first started this research project, I had wanted to focus on what conclusions I could draw from the photos I was looking at. For example, I wanted to be able to research and draw conclusions from who was included in the photo, who was left out, and how they were arranged. By conducting this research, I was able to create new knowledge that would impact the media profession. I concluded that there was a 4% difference in how Minnesota colleges represented diversity compared to their reported diversity. I learned that different research approaches gather different evidence. It is important to clearly understand your goals of your project and then determine the approaches based upon what information you intend to gather. This experience helped me to gain research skills that will allow me to better gather information on various projects in my future career. A part that I will continue to grow upon is how to determine what methods and channels of research are best for me to analyze depending on the project type.
My research project helped to create new knowledge in my discipline by providing statistical evidence and creating a new perspective on the representation of minorities among Minnesota colleges (Original Research Level 4). My research project extended knowledge by shedding light and adding a new perspective to the representation of minorities. This project also extended knowledge in my career field because, as a soon to be media professional, it is important to be cognizant of how we choose to represent minorities and/or diversity. Sometimes in marketing, there are often message received that were sent unintentionally. Race and diversity are a common issue, because sometimes we don’t pay attention to the messages that it is sending. Are we saying that minorities do not belong at a particular college because their marketing materials don’t display those individuals? Or are we giving off a false sense of diversity if we display more people of color? It was interesting to take an in-depth look at how the six different Minnesota colleges used their social media and other platforms to market themselves. Although that was not something that I analyzed or reported specifically in my research project, I was practicing researching with a media/marketing mindset that would help me in my future career. My finalized research project included my qualitative and thematic data as well as charts and pie graphs to help visually display this information. I displayed my research from the five various platforms I had gathered information from. I also included the top nine themes I had drawn from my thematic analysis. This research project helped to create new knowledge in this discipline by providing evidence on the dis-proportionality of how minorities are represented among Minnesota colleges. By finalizing this research project, I was able to gain experience researching a topic that interested me. After college, I know I will be better equipped to conduct research when assigned various tasks that require research skills.
I chose to present my research project at the MNSU’s Undergraduate Research Symposium, URS, because I knew it would provide me with experience presenting research as well as gaining feedback on my work (Dissemination of Results Level 1). I had become familiar with the URS as some of my friends had presented their research at this venue in previous years. I also was guided by faculty and reassured that the URS would be a good venue to present my research. I knew that this venue would provide me with the experience of presenting my research as well as feedback on my project and presentation. Before I presented research at the URS, I made sure I was aware of all of the requirements for submission such as details on presentation attire and poster requirements. I had two options to present my research at the URS. I could either participate in a poster presentation or an oral presentation. I wanted to be able to visually present my research which is why I chose to present a poster. One thing that I still need work on is to be able to determine what other venues are available for me to present research. As someone who doesn’t often formally conduct research, I am not as aware of other options for venues.
In my proposal for my research project at the URS, I organized my goals and plan for my research project as well as described the implications of my project (Dissemination of Results Level 2). Writing a proposal for the URS was a learning experience, as I had never written one before. I relied on the guidance of my faculty advisor, examples from previous presenters, and suggestions from friends who had experience writing them before. In my URS application, I included my project title, project abstract, faculty information, my department, a photo, and my biography. Writing my abstract helped me to clearly organize my goals and plan for my research project. In my abstract, I clearly outlined my methods and described the importance and implications of my research project. When I was writing this abstract, I was still in the beginning stages of my research. It was exciting writing down what I hoped I would accomplish, and it helped me to better visual my project and goals. I was also able to better put into perspective the importance and implications of my research project by clearly outlining it in my abstract. While I believe my abstract for this project was successful, I know that I will need to work on this skill if I decide to write an abstract for another project in the future. I know that formally writing research is not one of my strongest traits, but it is a skill that I can now expand upon.
By presenting my research project at the URS, I was able to reflect and gain feedback on the work that I had completed that semester (Dissemination of Results Level 3). I was looking forward to printing out my research poster and presenting it in front of judges and my peers at the URS. However, due to COVID-19, we were unable to present in person and instead had the opportunity to present research virtually. I think presenting my research virtually taught me different lessons, both positive and negative, than if I had been able to present it physically. The opportunity to present my research virtually allowed me to adequately prepare my speech and explanation of my project. If I had presented it in person, I think how I presented it would be more organic, and I would have been put more on the spot, challenging my presenting skills more. However, I believe that I gained more feedback on my presentation because I submitted it virtually. Being able to record my presentation in order to submit it virtually has allowed me the opportunity to look back, review, and reflect upon my research and my presentation. There are things about this experience that I would change if I could re-do them, and there are changes that I would make to my presentation if I had the opportunity to do it again. Some of the feedback I received was that I didn’t as clearly explain the goals and significance of my research project. I am looking into submitting my research project to other academic venues and conferences in order to try to give me another opportunity to present my research, obtain more feedback on my project, and grow as a presentation and researcher.
Research Artifact #1
This is my research poster that I submitted to the URS. You can also click this link to listen to my presentation that I submitted along with my poster. Below is the Outstanding Presentation award that I received from the URS.