SURE Stories: Hydroponic Farming in Cambodia

Check out how fellow UHPer and SURE award recipient Allison Miller (Communications and Graphic Design, ’23) used her funding to conduct a survey among rural Cambodians to help guide the work of the non-profit organization she works for!

Over the last year, I have joined the team of Sa’akom Farms, a start-up non profit organization dedicated to the alleviation of poverty in Cambodia through the use of vertical hydroponic farming. Hydroponic farming is incredibly efficient, which allows our team to be able to pay significantly higher wages than traditional farming. These higher wages offer a transformative social and economic impact for rural Cambodian communities. I am a strong believer in partnering with local communities and listening to their experiences and input in all aid work, so that is what I set out to do with the SURE award. I used the SURE award to work with our Cambodian team member, Ratana, to survey local community members about their experiences and aspirations. The award money was critical to be able to pay Ratana to conduct the surveys, since I do not speak Khmer.

The results of our surveys showed individual goals and aspirations of Cambodians, and incomes that ranged from $1200-$7000 a year. We found that the vast majority of our participants did not have access to a bank account, nor could they take out a loan with their current salaries. In addition, many participants were interested in higher income to be able to afford transportation such as cars or trucks, regularly afford more expensive foodstuffs, and start their own businesses. We hope to conduct these surveys at a larger scale to have a representative data sample and with a rigorous plan of action. My data now is best used as context for my work with Sa’akom, and has helped me to feel better equipped in designing and implementing a sustainable development solution in partnership with these communities. I learned how to design an interview that takes into account cultural norms and sensitivities, and the logistics of development research halfway across the globe.

SURE Stories: Seniors and Digital Media Literacy

Check out the following fascinating story about the research fellow UHPer Kylie Fronczak (SMPA ’21) has done about digital media literacy among seniors!

I started my undergraduate career on the heels of the 2016 presidential election when terms like “fake news” and misinformation were just beginning to be discussed. As I grew at GW, studying in the School of Media and Public Affairs, the reality that this spread of online misinformation revealed itself to a major threat. This type of online content has proven itself capable of having real-world, offline implications, from fueling acts of violence to perpetuating demonstrably false ideas such as widespread election fraud and major conspiracies.

It seems as if Big Tech CEOs are being brought to Capitol Hill almost monthly to answer for their roles in this spread of misinformation and governments, advocacy groups, and academics alike are being faced with the major question of how to curb it. It seemed only fitting that I would use my senior thesis as a means of entering that conversation.

There are a number of counter-misinformation remedies – many of which social media users encountered first-hand during this past year when social media companies sought to flag potentially dubious content regarding COVID-19 or the presidential election. However, an alternative remedy is digital media literacy. Research suggests better results with this model for countering misinformation because it teaches users to critically evaluate content for themselves. In addition to testing digital media literacy as a misinformation counter, I chose to specifically evaluate seniors, those who did not grow up in the digital age, since studies suggest that it is older people in general who are the most prominent sharers of misinformation online, despite making up only a small percentage of social media users.

Using a short digital media literacy module designed by AARP, I conducted an experiment testing the effectiveness of this sort of remedy. Some were given the treatment, others were not, then all were asked to look at a series of actual Facebook posts containing news. With funding from the UPH SURE award, I was able to gather the data to answer the core questions of this project. By recruiting over 1,000 respondents, over 250 of whom were over 55 years old, I was able to gain insights based on their evaluations of the posts, along with their likelihood to share them.

While the treatment effects revealed by the experiment may not be as promising as I would have hoped when I first started off with this project, having the opportunity the learn about the research process through first-hand experiences, especially as an undergraduate, has been invaluable. And even though the results of this may not be what was originally desired, I still learned a great deal about misinformation and how non-digital natives navigate the complex online information ecosystem. I am looking forward to defending this thesis before my committee of SMPA professors later this spring to earn honors in my major.

How UHP Students Are Working to Reform Sex Education

Check out fellow UHPer Tim Steves’ discussion of his work with students in the UHP and WLP on researching sex education with Professor Carly Jordan!

My name is Tim Steves, and I am a sophomore in the University Honors Program. Over the course of the last eleven months, I have been working alongside other members of the UHP as well as the Women’s Leadership Program on a project called RESET: Research for Equality in Sexuality Education and Texts. Under the guidance of Dr. Carly Jordan, biology professor for UHP and WLP, our team has been analyzing the most popular North American sexuality education texts for instances of sexism, heteronormativity, conflation of sex and gender, cultural representation, and misinformation. The goal of RESET is to expose the inadequacies and inequalities across these educational texts, advocating for a future of inclusive and free educational materials for all regarding our bodies and minds. Through research publications, conference presentations, and communication with publishers, we seek to put pressure on the authors of these texts to provide more inclusive and accurate information, raising the bar for sex education.

I first met Dr. Jordan during my fall semester of first year. When browsing through the wide array of unique courses provided by the UHP to fulfill my Scientific Reasoning and Discovery requirements, Dr. Jordan’s Human Reproduction course caught my attention. On a whim, I decided to register for this course, acknowledging that my past experience with sex education from a public high school in Illinois had likely left some gaps in information. Dr. Jordan’s fantastic teaching and vocal efforts to be inclusive of all bodies and minds exposed to me for the first time how far-reaching and prevalent inequality in sex education across the United States really is. Dr. Jordan would frequently edit the texts that she distributed to us prior to our reading to ensure that they would be inclusive, and she would often challenge us to learn to recognize instances where the materials were failing to uphold an inclusive standard. I would highly recommend taking this course to any freshmen who have the opportunity.

RESET began with an email from Dr. Jordan in early March of 2020, inviting several students from her Human Reproduction class and the WLP to come to her classroom on the Vern for pizza and discussion of a research opportunity. Today, this cross-program research team is making progress in the massive task of transforming the sex education landscape. Having completed the data collection phase, many members are now in the process of drafting manuscripts for publication. 

I have been working alongside Gaia Norman from the WLP, focusing on the conflation of sex and gender in these texts. On February 11th, we presented our findings at the Society for Personality and Social Psychology research conference with over 4,500 attendees. Although the conference was supposed to be in person in Austin, Texas, the online format went incredibly smoothly, allowing us to interact with researchers and experts in gender from universities across the country. Analyzing the anatomy chapters of 7 current textbooks, we sought to quantify how often sex and gender are conflated in sexuality education materials. To collect this data, we defined two codes: C (conflated sex and gender) and U (unnecessarily gendered language). Our C code is for instances where the author used gendered language (e.g. man/woman) to define or discuss biological traits, associating an anatomical feature with a specific gender identity and treating sex and gender as one interchangeable concept. Our U code is for times when the author used gendered language to describe information that pertains to all people, regardless of gender identity. Using these codes, we found that textbooks misrepresented sex and gender an average of 136 times per anatomy chapter, and in 90% of these instances, sex and gender were overtly conflated. 

Overall, the experience of sharing our data with the public for the first time was incredibly rewarding. This event felt like a launching point for RESET, and we are expecting to see multiple publications from the team across academic journals regarding various issues with inequality in sex education in the coming months. Keep an eye out for more RESET related content from the UHP as we continue to work toward a more inclusive future of education and be sure to check out the many honors research assistantship opportunities available through the UHP website. 

Challenges of Virtual Learning – Call for Input

Hello all!

Honors program seniors Alex Gunnerson and Krista Nolan are working on a capstone project for their Geography senior seminar about the challenges of virtual learning. As part of this project, they are collecting anonymous survey responses from other GW students to study the geographic distribution of how virtual learning has impacted GW students across the world. They hope that this survey can be utilized by students and the GW administration to understand the unique challenges that students faced this semester to better prepare for the Spring.

Please find the survey here:

Thank you for your help!

History of Labor at the New Museum [SURE Stories]

The following blog post was written by UHPer and SURE Award winner, Jessica Layton.

In 2019, museum media coverage centered labor. With a call to action to end unpaid internships, the collective Art & Museum Transparency circulated a spreadsheet wherein museum employees shared details from their experience, like salary or workplace atmosphere. Activist groups Decolonize this Place and Sackler Pain organized mass and repeated coordinated actions from the Whitney to the Tate to draw attention to the criminal actions of those financially supporting these institutions. Museum employees of cultural institutions like the Guggenheim, MoMA PS1, and at least 10 more cultural institutions ranging in mission, size, and scale began an unprecedented public fight for unionization in 2019.

 

That summer, I, in a much smaller way, began thinking about the daunting task of my senior thesis. As I became more in tune with the realities facing artworkers and increasingly aware of my impending graduation, after which I will likely share these same realities, my research topic became increasingly clear to me. This year, in 2020, the nature of activism in museums has transformed and escalated in different ways. With the advent of the COVID-19 pandemic, mass layoffs and furloughing of art workers ensued. In early April, MoMA fired the entirety of its education department and the Metropolitan Museum of Art announced plans to shrink its staff by 20 percent. The New Museum made similar staff cuts and laid of nearly a third of its staff, 31 of whom were members of the museum’s recently formed union, UAW 2110, which was only just settled upon in the previous October of 2019, after many months of ugly, public facing negotiation.

 

Situated in the broader context of the American art museum in New York City, my research focuses on the history of labor at the New Museum. I am specifically interested in the conflict between the institution’s founder, Marica Tucker’s mission to establish a museum unique in its egalitarian approach to internal affairs and the recent conflict between management and employees over their struggle for unionization. There is little to no recorded literature on the history of labor in art museums and so my primary research focus has been collecting oral testimony from anyone tangentially related to my research topic, particularly those with experience working in NYC’s art world. With funding from the SURE award, I am currently continuing to interview and transcribe these conversations for my own reference in writing my thesis, but also, more importantly, to create a public archive. I am excited by the potentialities of creating an accessible record of conversations that could serve the public, academics, and art workers thinking about collectivizing in important, previously unaddressed ways.

Win $500(!!!) for Research with the SURE Award

Did you know that Honors students have the opportunity to win up to $500 for their research? It’s true!  Apply to the UHP/Sigelman Undergraduate Research Enhancement Award (SURE) and we might just cut you a check.

Any current Honors Program student who is engaged in research may compete for an individual grant of up to $500 to support his or her research activities. Activities may include (but are not limited to) the purchase of research equipment or supplies; registration and travel expenses for conference presentations; travel to libraries or archives; and videography costs associated with the documentation of performances.

One former winner shares their story on how they used their SURE funding to study the intersection of science and religion here.

The application includes:

  1. Statement of Purpose
  2. Proposed Budget detailing how the funds will be used
  3. GW Faculty Statement of support

The possibilities are endless, but the deadline to apply funding (to be used this fall, spring 2021, or summer 2021) is Friday, October 9th. If you have questions, please reach out to bcrayton@gwu.edu.

A Conservative Perspective on Syngman Rhee

Check out the following research story from fellow UHPer Mark Thomas-Patterson!

This semester, I took part in the GW Institute of Korean Studies Undergraduate Research Fellowship. This is a program sponsored by the GWU Institute of Korean Studies in which participants propose to write an academic article on any topic that connects with Korea. You are then matched up with a professor who focuses on that area of study, in my case Professor Greg Brazinsky in the Elliott School. Participants them work with their mentor towards creating a final paper, and workshop with other members of the program. Finally, the fellows with the top five papers are chosen to present at a research symposium with students in a sister program and Indian University. Even though the symposium was cancelled, I ended up being awarded the third-place award for my paper.

For this project, I analyzed how the Chicago Tribune, then a prominent conservative publication, covered the South Korean leader Syngman Rhee, a GWU alum who would later go on to be the first president of South Korea in the years between 1945-1950. I chose this topic as I am interested in the history of international relations and am particularly interested at how domestic groups viewed foreign affairs.

In order to understand why I decided to analyze the Chicago Tribune in this time period, one needs to understand the state of US conservatism in the 1940s. Unlike conservatism of today, conservatism of the 1940s was split between both parties, and drew on supporters from all around the country. However, conservatives at the time had a few major defining ideals. One of these was Anti-Communism. Conservatives, ever since the Bolshevik Revolution in Russia in 1917, had opposed the spread of Communism and sought to combat it. During the 1920s and 30s many American conservatives had attacked organized labor for being the vanguard of communism in the US. Another ideal shared by many conservatives, as well as many on the left, was the belief in isolationism. American conservatives did not seek to create a state in which the US would turn into some sort of hermit kingdom a la DPRK. Instead, there was a belief that the US should not seek military involvements overseas.

An Overview of the Chicago Tribune

The Chicago Tribune represented the Midwestern conservative branch of the Republican party under the ownership of Col. Robert McCormick(who was never a Col.). McCormick was the descendant of Cyrus McCormick and inherited the International Harvester company. He utilized these funds to go purchase the Chicago Tribune and turn it into a mouthpiece to advocate for his own political beliefs, which included supporting relatives who were active in the Republican party. This blatant bias in the paper granted it a certain degree of journalistic infamy, with a survey of journalists declaring the paper the most biased in the country, a title it shared with the newspaper of the US Communist Party. The paper had a long list of enemies, including the Roosevelt administration and organized labor. It was incredibly isolationist and intensely criticized Churchill and Stalin, who were displayed as European imperialists intent on manipulating the US.

Phase One- A Useful Friend

The Chicago Tribune’s coverage of Rhee can be broken into three main phases. The Tribune’s coverage of Syngman Rhee began at the San Francisco conference of 1945, where Rhee had traveled to advocate for recognition of his Korean Provisional Government in exile, as Korea was still under Japanese rule. Rhee’s application for Korea to join the brand-new United Nations was turned down by the US State Department as they had a policy of not recognizing any formally established governments. The Chicago Tribune noticed this and reached out to Rhee. Rhee talked to the Tribune about how he sought to create an independent Korean state based on American principles of Republican government and free enterprise. This connection was in large part motivated by the fact that the Tribune wanted to criticize the Truman administration, and the saga of a Democratic adminstration ignoring the pleas of a pro-American freedom fighter made for a great story. This relationship is not entirely one sided, however, as Rhee wrote the Tribune, thanking it for its advocacy on his behalf.

Phase Two-Critique of an Authoritarian

The second phase takes place in 1946 and 47, when the Tribune correspondent Walter Simmons arrives in Southern Korea, which was under US military governance. Simmons painted Rhee as a diehard anti-communist, whose refusal to work with anyone on the left made him a major thorn in the side of the US military, who wanted Korea to have a functioning government. Simmons covers how Rhee uses paramilitary groups to attack newspapers that disagree with him, and states that he is an aspiring autocrat. This period is topped off by a report by Col. McCormick on the peninsula, in which he states the US should leave the peninsula, even if it means Korea will come under Soviet domination.

Phase Three- Anti-Communist Embrace

The last stage of the Tribune’s coverage of Rhee began in 1948 in the run up to the first Korean Presidential election. Here, the coverage of Rhee swings back in his favor. He is depicted as a dependable US ally seeking to create a country based off of American principles. Furthermore, the atrocities committed by right-wing paramilitaries were minimized, and the blame for all violence is placed on communists. The paper excuses Rhee’s repressive actions as necessary in order to counter the communist threat.

Throughout my research, I saw the Chicago Tribune at a crossroads in the history of American conservatism. At times, it signaled its isolationist tendencies, but in the end its desire to combat communism won out. This desire to support anti-communism abroad would later go on to define American conservatism throughout the rest of the Cold War.

 

 

 

 

 

Allison Brie from Community dances while giving a presentation

Research Presentations on the Blog!

Research. It’s one of the pillars of academic life, and one of the deep-set values of our program. Usually, the UHP hosts a yearly Research Symposium event in the Spring where all our students get the chance to present their research to both faculty and peers. Obviously, we won’t be having that this Spring! But we wanted to offer you all the opportunity to share your research anyway. So introducing:

Blog research presentations!

If you’ve done substantial research in the past year, we want to hear you share it with us! We’d especially love to hear from you Seniors with your Senior Theses, but everyone is welcome to participate. You can feel free to submit a video presentation, a pdf tri-fold, a story from your researching, or honestly just the paper itself! We’ll be accepting these submissions from now until the end of the summer. You can submit them on our Submit A Post page, preferably tagged as Research Stories. We want to celebrate you and your accomplishments– especially the research ones!

Advice from the (Peer) Advisors: Humanities Research and Wisdom from the Creative Writing Department

Check out the following post from Peer Advisor Chrissy House (CCAS ’20)!

Photo of Peer Advisor Chrissy

I’ve spent the last four years facing the infamous “exchange of glances” when I tell people I’m majoring in Creative Writing and English, the glance which means, “Ah, another unemployed English major will soon be released into the world.” And though I have long fallen victim to those glances and often worried for my future, I have an offer of employment for after graduation: an employed English major soon to be released into the world. As the picture I chose to accompany this post signifies, there are some doors you might not see at first glance, but once you push past the undergrowth and daunting requirements lists, you will find the door open to you. Don’t be discouraged from pursing opportunities for which you feel underqualified, apply and you may be pleasantly surprised.

I found myself in a similar position last year when my major advisor pushed me to apply for the GW Undergraduate Research Fellowship. I felt unqualified to pursue research in a sea of SEAS students—what does humanities research even entail?—but decided, what the heck, I’ll apply. I continued to feel unsure of myself as I chose a topic and wrote my research proposal. A section of the application asked about my previous research experience, a field in which I continued to feel underqualified. I’d done an extensive research project in high school on utilizing native pollinators in the face of dwindling honey bee populations, but that had been scientific research, and since coming to college, my only research had been research papers for German history and literature classes, which consisted of reading books and journal articles.

My major advisor and faculty mentor read five different drafts of my application until we were all satisfied. Subtle plug here for utilizing GW staff! I got more excited about the project as we discussed different directions my research could take—beyond just reading books and journal articles, my research proposal included taking advantage of my semester abroad in Germany to further my research on playwright Friedrich Schiller by attending modern productions of his plays and visiting museums and Schiller cultural sites in Germany. And as I got more excited about the project, I began to look at how my past experiences could benefit my application, instead of just seeing how few experiences I’d had. My research in high school prepared me to identify experts and reliable sources, taught me professional email skills for contacting experts in the field, and gave me practice in preparing for and conducting interviews with professionals. Additionally, my prior experiences required me to hone presentation skills that would benefit me in preparation for GW Research Days. My German papers here at GW had already exposed me to German music and cinema, so I wasn’t entering the theater sphere completely ignorant of German culture.

The conclusion of the fellowship saga, as I’m sure you guessed, is a positive one: I received the GW Undergraduate Research Fellowship. I travelled all over Germany seeing plays and visiting museums, an experience I likely wouldn’t have had without the fellowship. I continued my research upon returning to GW and transitioned the fellowship into my Senior Thesis.

What I’m trying to say here is don’t sell yourself short. Even if you feel underqualified, apply for that internship, fellowship, or job; don’t be afraid to take a chance on yourself. Find the strengths in your experiences that will make you a better candidate and highlight them. Believe in yourself. If this English major can get a job, so can you.

3D Bone Scanning at the Smithsonian [SURE Stories]

The following blog post was written by UHPer and SURE Award winner Jane Meiter.           

The first time I rode the elevator to the third, restricted floor of the Smithsonian National Museum of Natural History, I didn’t know what to expect.  The countless rows of locked metal cabinets, twisting to form a labyrinth of specimens, were not quite what I expected.

            When I came to GW, I knew one advantage of the school was its proximity to the Smithsonian.  I never imagined that by the fall of my Sophomore year I would be accepted inside of its hidden domains.  For the last year I have held a research assistantship through the Honors program where I go to the National History Museum’s backstage areas and 3D scan mammalian bones.  As an anthropology student, this opportunity exceeded my wildest dreams for how I would be spending my Fridays throughout the semesters.

            3D scanning is a critical advancement in the science of biological anthropology.  One of the difficulties in making measurements of bones is in the exact variations of such complicated three-dimensional shapes, so portable 3D scanners have made such measurements more precise and accessible.  My research assistantship focused on building a database of African bovid postcrania.  In English, my job was to select adult skeletons of African bovids—think gazelle, water buffalo, wildebeest—identify the bones, and scan them.  This requires accurate bone identification, including the side of the body it comes from.  Practicing week after week identifying bones helps solidify my knowledge of skeletal anatomy.  Once I have selected the bone to scan, I take it to the rotating turntable, placed in front of the glowing, striped blue light of the scanner.  The portable scanner is the size of a thick book, laid on top of a tripod, the camera staring out from where the spine should be, and a handle molded into the back of the scanner.  A computer program controls both the scanner and the turntable, so the scanner takes a picture and the turntable rotates in sync, repeating until the turntable has gone all the way around.  The software renders the photos of the bone into a 3D image.  Sometimes, there are particularly exciting days, like the two weeks where I was scanning the colossal bones of wildebeest.  Their ankle bones are the size of my palm and I had to swap to the hand-held mode of the scanner, swinging it wildly over the larger bones, standing on my tiptoes in order to keep it far enough away to register the scan.

            This research assistantship has been an invaluable and integral part of my GW experience.  Without it I would have never been presented with such an opportunity to see the Smithsonian Institution behind the scenes and to encounter such a diversity of learning material outside of the classroom.  Every time I enter the now-familiar labyrinth of cabinets, I still never fail to be amazed by the scale of it all.