Research
Research Synthesis Essay
Prior to coming to college, I had little experience with research. I took classes in high school where a deep google search was sufficient, but I had never learned about what makes good research or how to find it. In my very first Honors class, First Year Experience, I was introduced to the concept of information literacy. Furthermore, I was taught how to be information literate by learning how to develop the skills that are needed to find and use credible information in order to produce ethical research. Ethical research has many important components such as giving credit the original source, disclosing fully of the methods that were used, and recording all information properly and accurately. This course also taught me how to talk about accumulated research in an understandable way while avoiding plagiarism by using proper citations. I was also introduced to some of the most vital, useful, and important research tools that Minnesota State University, Mankato has to offer such as their online library, Undergraduate Research Center, and several online article databases with thousands of scholarly articles. This class served as the perfect foundation for my future research experiences.
I had the opportunity to put my newly acquired research skills to the test in a Gender and Women’s Study course where I used several reliable sources to write a supported research paper on the relationship between “bacha posh,” which is a concept I define thoroughly in my paper, and gender identity issues in Afghanistan. I was introduced to bacha posh in a book titled The Underground Girls of Kabul by Jenny Nordberg which inspired my research project. I created a thesis stating that individuals who were raised as bacha posh may experience gender identity issues late in life. I synthesized data and background research from several studies to show that bacha posh correlates with gender identity issues which is a great demonstration of working towards a research goal. I had to look at both topics, gender identity and bacha posh, separately and use my synthesizing skills to show the relationship.
I encountered a brand new way of researching when I was required to write a full length lab report on photosynthesis and cellular respiration in General Biology. As a sophomore, I hadn’t had much experience conducting actual experiments. Previously, I mainly worked on observing and discovering correlations/relationships, but I hadn’t worked much with actually manipulating variables and observing change. I called on my information synthesis skills once again to create a strong thesis by integrating research from several different scholarly resources. This time, my research goal was to determine if different light conditions had an effect on photosynthesis and cellular respiration by manipulating environmental conditions and following the scientific method. My strong information synthesis skills helped me build strong background research to support my hypothesis as well as relate already known information to my experiment. After the long process, I had the opportunity to reflect on a new form of research.
Challenging and strengthening my research skills continued when I conducted my own study for a Research Methods and Design course. In this course, I was a part of a group consisting of about 10 members. We worked as a team to research if college students with various mental illnesses viewed their treatment plans as effective. Each member conducted their own research on a specific mental illness, and we synthesized our results together at the end of our studies to show that overall, college students with mental illnesses view their treatments as effective. This was a great experience to complete literature reviews, create and launch my own study, and analyze my own data via SSPS. Once all results had been analyzed, I presented and disseminated my results to a group of my peers in the psychology department and some faculty members. This project put together everything that I had learned in my previous classes like information literacy skills and information synthesis, but it was also my first time conducting original research.
During my senior year of college, I had the opportunity to produce original research again. This time, I was working under Dr. Stark as a research assistant. My research project was on lie detection in job interview settings. I conducted extensive background research, ran a great number of participants in the lab, collected and analyzed data, and finally, presented a poster board that summed up my study at the Undergraduate Research Symposium. At the URS, I talked to several individuals and communicated my results to them. This research project required me to pull all of my learned research skills and abilities together.
As a psychology major and biology minor, research is a core component of my education and will continue to be a core component of my future as a clinical psychologist. In the future, I want to continue researching topics of interest in the field of psychology. There is no greater feeling than meaningfully contributing to the growing pool of knowledge.
Prior to coming to college, I had little experience with research. I took classes in high school where a deep google search was sufficient, but I had never learned about what makes good research or how to find it. In my very first Honors class, First Year Experience, I was introduced to the concept of information literacy. Furthermore, I was taught how to be information literate by learning how to develop the skills that are needed to find and use credible information in order to produce ethical research. Ethical research has many important components such as giving credit the original source, disclosing fully of the methods that were used, and recording all information properly and accurately. This course also taught me how to talk about accumulated research in an understandable way while avoiding plagiarism by using proper citations. I was also introduced to some of the most vital, useful, and important research tools that Minnesota State University, Mankato has to offer such as their online library, Undergraduate Research Center, and several online article databases with thousands of scholarly articles. This class served as the perfect foundation for my future research experiences.
I had the opportunity to put my newly acquired research skills to the test in a Gender and Women’s Study course where I used several reliable sources to write a supported research paper on the relationship between “bacha posh,” which is a concept I define thoroughly in my paper, and gender identity issues in Afghanistan. I was introduced to bacha posh in a book titled The Underground Girls of Kabul by Jenny Nordberg which inspired my research project. I created a thesis stating that individuals who were raised as bacha posh may experience gender identity issues late in life. I synthesized data and background research from several studies to show that bacha posh correlates with gender identity issues which is a great demonstration of working towards a research goal. I had to look at both topics, gender identity and bacha posh, separately and use my synthesizing skills to show the relationship.
I encountered a brand new way of researching when I was required to write a full length lab report on photosynthesis and cellular respiration in General Biology. As a sophomore, I hadn’t had much experience conducting actual experiments. Previously, I mainly worked on observing and discovering correlations/relationships, but I hadn’t worked much with actually manipulating variables and observing change. I called on my information synthesis skills once again to create a strong thesis by integrating research from several different scholarly resources. This time, my research goal was to determine if different light conditions had an effect on photosynthesis and cellular respiration by manipulating environmental conditions and following the scientific method. My strong information synthesis skills helped me build strong background research to support my hypothesis as well as relate already known information to my experiment. After the long process, I had the opportunity to reflect on a new form of research.
Challenging and strengthening my research skills continued when I conducted my own study for a Research Methods and Design course. In this course, I was a part of a group consisting of about 10 members. We worked as a team to research if college students with various mental illnesses viewed their treatment plans as effective. Each member conducted their own research on a specific mental illness, and we synthesized our results together at the end of our studies to show that overall, college students with mental illnesses view their treatments as effective. This was a great experience to complete literature reviews, create and launch my own study, and analyze my own data via SSPS. Once all results had been analyzed, I presented and disseminated my results to a group of my peers in the psychology department and some faculty members. This project put together everything that I had learned in my previous classes like information literacy skills and information synthesis, but it was also my first time conducting original research.
During my senior year of college, I had the opportunity to produce original research again. This time, I was working under Dr. Stark as a research assistant. My research project was on lie detection in job interview settings. I conducted extensive background research, ran a great number of participants in the lab, collected and analyzed data, and finally, presented a poster board that summed up my study at the Undergraduate Research Symposium. At the URS, I talked to several individuals and communicated my results to them. This research project required me to pull all of my learned research skills and abilities together.
As a psychology major and biology minor, research is a core component of my education and will continue to be a core component of my future as a clinical psychologist. In the future, I want to continue researching topics of interest in the field of psychology. There is no greater feeling than meaningfully contributing to the growing pool of knowledge.
First Year Experience - Research Module
In my first Honors class at Minnesota State University, Mankato, there was an entire portion of the semester devoted to learning how to find, use, and conduct ethical research. There were class periods that were held in the library so we could learn and practice navigating both the physical library and online library. I was also taught how to find reliable, scholarly resources to ensure that I would be able to conduct accurate research in the future. I practiced identifying reliable research and unreliable research. I also completed several assignments where I reflected on my knowledge of ethical research. This class was the perfect foundation for me as a psychology major since a huge portion of psychology is research.
This experience allowed me to reach the competency levels of Information Literacy 1 and 2. This was my first time learning how to use a college level library. In high school, I conducted research, but not on the level that would soon be required of me as a psychology student. I received detailed training on how to use many of the important tools on MNSU’s “online library.” I practiced finding peer-reviewed, scholarly, subject-specific sources in the actual library and online (Information Literacy 1). I learned how to distinguish between ethical and unethical information by looking at different components such as author credentials, experimental design, citations, etc. I also learned that identifying ethical information requires developed critical thinking skills in order to find research/information that unbiasedly expands on the topic of study at hand (Information Literacy 2).
By learning the foundation of accessing and properly using ethical information, I will be able to think critically about articles, new research findings, experiments, etc. which will allow me to conduct my own unbiased research and obtain accurate, relevant knowledge. Although I know how to access ethical information, I sometimes have a difficult time trying to put all of my newfound information into one idea or opinion. Research is one of the main components in the study of psychology, so I will have many opportunities to continue strengthening my research skills.
In my first Honors class at Minnesota State University, Mankato, there was an entire portion of the semester devoted to learning how to find, use, and conduct ethical research. There were class periods that were held in the library so we could learn and practice navigating both the physical library and online library. I was also taught how to find reliable, scholarly resources to ensure that I would be able to conduct accurate research in the future. I practiced identifying reliable research and unreliable research. I also completed several assignments where I reflected on my knowledge of ethical research. This class was the perfect foundation for me as a psychology major since a huge portion of psychology is research.
This experience allowed me to reach the competency levels of Information Literacy 1 and 2. This was my first time learning how to use a college level library. In high school, I conducted research, but not on the level that would soon be required of me as a psychology student. I received detailed training on how to use many of the important tools on MNSU’s “online library.” I practiced finding peer-reviewed, scholarly, subject-specific sources in the actual library and online (Information Literacy 1). I learned how to distinguish between ethical and unethical information by looking at different components such as author credentials, experimental design, citations, etc. I also learned that identifying ethical information requires developed critical thinking skills in order to find research/information that unbiasedly expands on the topic of study at hand (Information Literacy 2).
By learning the foundation of accessing and properly using ethical information, I will be able to think critically about articles, new research findings, experiments, etc. which will allow me to conduct my own unbiased research and obtain accurate, relevant knowledge. Although I know how to access ethical information, I sometimes have a difficult time trying to put all of my newfound information into one idea or opinion. Research is one of the main components in the study of psychology, so I will have many opportunities to continue strengthening my research skills.
fyex_research_essay.docx | |
File Size: | 113 kb |
File Type: | docx |
Gender and Women's Studies - Extended Research Paper
In a Gender and Women's Study class, I read a book titled The Underground Girls of Kabul by Jenny Nordberg. Through this book, I was exposed to the culture and secrets of women and children in Afghanistan. This paper contains my researched argument that gender identity issues are prevalent in Afghanistan and can be linked to the way children are raised. I completed extensive research via MNSU’s online library to draw relationships between the concept of “bacha posh” (discussed in paper) and gender identity issues later in life.
Through this experience, I was able to reach the competency levels of Information Literacy 3 and 4, as well as Information Synthesis 1, 2, and 3. To create a well-rounded research paper, I read through several research studies and papers to find information on gender issues in Afghanistan. I used The Underground Girls of Kabul by Jenny Nordberg to focus my research on the concept of bacha posh (Information Literacy 3 and Information Synthesis 1). I identified the specific research goal of analyzing the relationship between bacha posh and gender identify issues (Information Literacy 4). The process of reading through diverse sources, such as books and online peer-reviewed articles, let me recognize that many researchers have different ways of conducting research, and they each have their own individual goal (Information Synthesis 3). Specifically, I realized that researchers had different ways of analyzing gender identity issues. I also had to take into account that I was analyzing results from several different areas of the world and relating them back to Afghanistan, so I emphasized relating results from each study in order to effectively argue my thesis (Information Synthesis 2). At the time of this class, this was the largest research project I had done yet, so I was able to develop my research skills tremendously.
I believe it is important to be able to draw relationships between different sources, especially as a psychology major. A large portion of my college career as well as my actual career will require me to be able to produce well rounded and supported research. There are still countless discoveries to be made in psychology, and they all need to start with research. Being able to use multiple sources will also make me a more open-minded individual by showing me different, possibly opposing information. Something I want to strengthen in my research skills is analyzing actual data sets and being able to get an overall comparison of different studies instead of relying on the descriptive texts.
In a Gender and Women's Study class, I read a book titled The Underground Girls of Kabul by Jenny Nordberg. Through this book, I was exposed to the culture and secrets of women and children in Afghanistan. This paper contains my researched argument that gender identity issues are prevalent in Afghanistan and can be linked to the way children are raised. I completed extensive research via MNSU’s online library to draw relationships between the concept of “bacha posh” (discussed in paper) and gender identity issues later in life.
Through this experience, I was able to reach the competency levels of Information Literacy 3 and 4, as well as Information Synthesis 1, 2, and 3. To create a well-rounded research paper, I read through several research studies and papers to find information on gender issues in Afghanistan. I used The Underground Girls of Kabul by Jenny Nordberg to focus my research on the concept of bacha posh (Information Literacy 3 and Information Synthesis 1). I identified the specific research goal of analyzing the relationship between bacha posh and gender identify issues (Information Literacy 4). The process of reading through diverse sources, such as books and online peer-reviewed articles, let me recognize that many researchers have different ways of conducting research, and they each have their own individual goal (Information Synthesis 3). Specifically, I realized that researchers had different ways of analyzing gender identity issues. I also had to take into account that I was analyzing results from several different areas of the world and relating them back to Afghanistan, so I emphasized relating results from each study in order to effectively argue my thesis (Information Synthesis 2). At the time of this class, this was the largest research project I had done yet, so I was able to develop my research skills tremendously.
I believe it is important to be able to draw relationships between different sources, especially as a psychology major. A large portion of my college career as well as my actual career will require me to be able to produce well rounded and supported research. There are still countless discoveries to be made in psychology, and they all need to start with research. Being able to use multiple sources will also make me a more open-minded individual by showing me different, possibly opposing information. Something I want to strengthen in my research skills is analyzing actual data sets and being able to get an overall comparison of different studies instead of relying on the descriptive texts.
gws_final_paper_.docx | |
File Size: | 138 kb |
File Type: | docx |
General Biology - Lab Report
In Biology 105, I wrote a detailed lab report on an experiment regarding photosynthesis and cellular respiration. I first conducted background research and completed the experiment, which is explained in the lab report. Then, I created several graphs and charts for a physical representation of the results of the experiment. Lastly, I integrated and evaluated all of my research so that only relevant topics were addressed. This report was a challenge for me because it was very time consuming and elaborate. I was able to produce my own results and then compare them to results of past experiments as well as address the scientific explanations of my results.
This experience allowed me to reach the competency levels of Information Synthesis 3 and 4. I used class material, textbooks, and several different studies to integrate knowledge on photosynthesis/cellular respiration and the effects that different light effects have on the rate (Information Synthesis 3). I used each step of the scientific method to produce meaningful results: question, research, hypothesize, experiment, analyze, and share results. Since this was a lower level general biology, most students hadn’t ever written a full lab report before, so the professor had us write a reflection on how following the scientific method allowed us to conduct ethical and controlled research. I also reflected on the portions of the lab report that were the easiest and most challenging for me. I found the background research portion to be the easiest because I love reading research articles. However, talking about the results was the most challenging for me as it is difficult to put complex numbers and equations into meaningful words (Information Synthesis 4).
Overall, I learned a lot from such a common assignment. First of all, being able to write a full length lab report will be very useful in my future as a clinical psychology graduate student. In graduate school, I will be placed in countless diverse research scenarios and required to communicate my findings with others, so it’s essential I know the formatting of a thorough lab report. Additionally, I gained firsthand experience using the scientific method which is another essential for researching in graduate school because it will help me produce understandable, accurate, and meaningful results that will contribute to the knowledge of psychology. In the future, I need to work on communicating my results in an interesting tone. I realize that the average person is probably not fascinated by photosynthesis or cellular respiration nor do they know jargon, so it’s important to be able to captivate them with interesting but relatable words.
In Biology 105, I wrote a detailed lab report on an experiment regarding photosynthesis and cellular respiration. I first conducted background research and completed the experiment, which is explained in the lab report. Then, I created several graphs and charts for a physical representation of the results of the experiment. Lastly, I integrated and evaluated all of my research so that only relevant topics were addressed. This report was a challenge for me because it was very time consuming and elaborate. I was able to produce my own results and then compare them to results of past experiments as well as address the scientific explanations of my results.
This experience allowed me to reach the competency levels of Information Synthesis 3 and 4. I used class material, textbooks, and several different studies to integrate knowledge on photosynthesis/cellular respiration and the effects that different light effects have on the rate (Information Synthesis 3). I used each step of the scientific method to produce meaningful results: question, research, hypothesize, experiment, analyze, and share results. Since this was a lower level general biology, most students hadn’t ever written a full lab report before, so the professor had us write a reflection on how following the scientific method allowed us to conduct ethical and controlled research. I also reflected on the portions of the lab report that were the easiest and most challenging for me. I found the background research portion to be the easiest because I love reading research articles. However, talking about the results was the most challenging for me as it is difficult to put complex numbers and equations into meaningful words (Information Synthesis 4).
Overall, I learned a lot from such a common assignment. First of all, being able to write a full length lab report will be very useful in my future as a clinical psychology graduate student. In graduate school, I will be placed in countless diverse research scenarios and required to communicate my findings with others, so it’s essential I know the formatting of a thorough lab report. Additionally, I gained firsthand experience using the scientific method which is another essential for researching in graduate school because it will help me produce understandable, accurate, and meaningful results that will contribute to the knowledge of psychology. In the future, I need to work on communicating my results in an interesting tone. I realize that the average person is probably not fascinated by photosynthesis or cellular respiration nor do they know jargon, so it’s important to be able to captivate them with interesting but relatable words.
bio105_lab_report_.docx | |
File Size: | 491 kb |
File Type: | docx |
Original Research - Effectiveness of Treatment in Students with ADHD
In a class titled Research Methods and Designs, I had the opportunity to gather my own raw data in order to analyze the effectiveness of treatments in college students with attention deficit hyperactivity disorder. I was actually part of a group research project that was looking to analyze overall attitudes about treatments for common mental illnesses/disabilities. Each group member gathered data on a specific illness/disability, and we integrated our research to see if students who have been diagnosed with a mental illness/disability view treatments as effective. I gathered my own data by launching a survey to MNSU students. In the survey, I asked about different treatment methods such as counseling or medication and then asked for an effectiveness rating. The results were difficult to analyze because I didn't have as many participants as I had hoped. However, I was able to adapt to the challenge and conclude that overall, those who have been diagnosed with ADHD do rate their treatments as being effective and beneficial.
This research experience let me reach the competency levels of Information Literacy 4, Information Synthesis 3, and Original Research 1, 2, 3, and 4. In order to make sure audience would understand my findings, I conducted extensive background research on ADHD in different stages of life as well as different treatment options. The survey I made via Qualtrics helped me collect my own unique data, and a program called “SSPS” allowed me to analyze the data in order to accomplish my goal of identifying whether or not college students with ADHD viewed their treatments as effective (Information Literacy 4 and Original Research 3). My research paper contained both my original data as well as supporting evidence from other scholarly sources (Information Synthesis 3). The reason I chose the specific research topic of “ADHD treatment effectiveness in college students” was because in previous classes, I learned extensively about the different treatments for ADHD and their levels of effectiveness, but I noticed that most research addressed mainly childhood and adolescence. I decided to analyze treatment effectiveness for ADHD in young adults (Original Research 1 and 2). Once my project was complete, I created a presentation for my peers in the psychology department, communicated my results to them, and answered any questions that they had (Original Research 4).
Some aspects that were unique to this research experience that helped me develop my own skills were the creation of my own survey and using a computerized program (SPSS) to statistically analyze my results. SPSS is a common tool for psychologists to analyze results and draw conclusions, so understanding how to use it efficiently is essential to being a psychologist that contributes to the growing knowledge of psychology. Understanding SPSS is a somewhat time-consuming task that requires practice and consistency, so I will definitely need to continue practicing with it to prepare for my future research duties as a psychology graduate student.
In a class titled Research Methods and Designs, I had the opportunity to gather my own raw data in order to analyze the effectiveness of treatments in college students with attention deficit hyperactivity disorder. I was actually part of a group research project that was looking to analyze overall attitudes about treatments for common mental illnesses/disabilities. Each group member gathered data on a specific illness/disability, and we integrated our research to see if students who have been diagnosed with a mental illness/disability view treatments as effective. I gathered my own data by launching a survey to MNSU students. In the survey, I asked about different treatment methods such as counseling or medication and then asked for an effectiveness rating. The results were difficult to analyze because I didn't have as many participants as I had hoped. However, I was able to adapt to the challenge and conclude that overall, those who have been diagnosed with ADHD do rate their treatments as being effective and beneficial.
This research experience let me reach the competency levels of Information Literacy 4, Information Synthesis 3, and Original Research 1, 2, 3, and 4. In order to make sure audience would understand my findings, I conducted extensive background research on ADHD in different stages of life as well as different treatment options. The survey I made via Qualtrics helped me collect my own unique data, and a program called “SSPS” allowed me to analyze the data in order to accomplish my goal of identifying whether or not college students with ADHD viewed their treatments as effective (Information Literacy 4 and Original Research 3). My research paper contained both my original data as well as supporting evidence from other scholarly sources (Information Synthesis 3). The reason I chose the specific research topic of “ADHD treatment effectiveness in college students” was because in previous classes, I learned extensively about the different treatments for ADHD and their levels of effectiveness, but I noticed that most research addressed mainly childhood and adolescence. I decided to analyze treatment effectiveness for ADHD in young adults (Original Research 1 and 2). Once my project was complete, I created a presentation for my peers in the psychology department, communicated my results to them, and answered any questions that they had (Original Research 4).
Some aspects that were unique to this research experience that helped me develop my own skills were the creation of my own survey and using a computerized program (SPSS) to statistically analyze my results. SPSS is a common tool for psychologists to analyze results and draw conclusions, so understanding how to use it efficiently is essential to being a psychologist that contributes to the growing knowledge of psychology. Understanding SPSS is a somewhat time-consuming task that requires practice and consistency, so I will definitely need to continue practicing with it to prepare for my future research duties as a psychology graduate student.
treatment_effectivness_in_college_students_with_adhd_.docx | |
File Size: | 112 kb |
File Type: | docx |
Presenting - Gender Impact on Lie Detection in Job Interviews
During my last semester at Minnesota State University, I had the opportunity to tie all of my research experiences together. I collaborated with another member of my research team and a professor to research gender impact on lie detection in job interview scenarios. After running many participants through the study, we analyzed data on SPSS to find statistics regarding correlations and significance between gender and deception ability. We worked together to prepare a poster with a summary of our study to present our findings at the Undergraduate Research Symposium.
Through this research experience, I was able to reach the competency levels of Dissemination of Results 1, 2, 3, and 4. My partner and I presented our research at the Undergraduate Research Symposium at Minnesota State University, Mankato where we had the opportunity to talk to people about our research and findings (Dissemination of Results 1). Several weeks before the symposium, we worked together to create an abstract that provided a brief overview of our study (Dissemination of Results 2). At the symposium, we stood next to our poster and discussed our methods, results, and thoughts regarding the study. It was a great opportunity to talk about why our research is important and what it means (Dissemination of Results 3). After presenting, we had the opportunity to submit our results for publication in MNSU’s Journal of Undergraduate Research (Dissemination of Results 4). This will be my first of hopefully many publications. I loved contributing to the field of knowledge in Psychology.
As I stated previously, I’m hoping this is my first of many research experiences that reach the point of possible publication. Talking to others about my research using understandable language is a skill that I will need to use in my future clinical psychology graduate program and career. Psychology is centered around research, so I will definitely need to know how to properly conduct and communicate it.
During my last semester at Minnesota State University, I had the opportunity to tie all of my research experiences together. I collaborated with another member of my research team and a professor to research gender impact on lie detection in job interview scenarios. After running many participants through the study, we analyzed data on SPSS to find statistics regarding correlations and significance between gender and deception ability. We worked together to prepare a poster with a summary of our study to present our findings at the Undergraduate Research Symposium.
Through this research experience, I was able to reach the competency levels of Dissemination of Results 1, 2, 3, and 4. My partner and I presented our research at the Undergraduate Research Symposium at Minnesota State University, Mankato where we had the opportunity to talk to people about our research and findings (Dissemination of Results 1). Several weeks before the symposium, we worked together to create an abstract that provided a brief overview of our study (Dissemination of Results 2). At the symposium, we stood next to our poster and discussed our methods, results, and thoughts regarding the study. It was a great opportunity to talk about why our research is important and what it means (Dissemination of Results 3). After presenting, we had the opportunity to submit our results for publication in MNSU’s Journal of Undergraduate Research (Dissemination of Results 4). This will be my first of hopefully many publications. I loved contributing to the field of knowledge in Psychology.
As I stated previously, I’m hoping this is my first of many research experiences that reach the point of possible publication. Talking to others about my research using understandable language is a skill that I will need to use in my future clinical psychology graduate program and career. Psychology is centered around research, so I will definitely need to know how to properly conduct and communicate it.
research_poster_anna_shamini.pptx | |
File Size: | 79 kb |
File Type: | pptx |