Civic Scholar | 2025 Edition

Phi Theta Kappa Mission

The mission of Phi Theta Kappa Honor Society is to recognize academic achievement of college students and to provide opportunities for them to grow as scholars and leaders.

About Phi Theta Kappa

Phi Theta Kappa is the premier honor society recognizing the academic achievement of students at associate degree-granting colleges and helping them grow as scholars and leaders. The Society is made up of more than 4.4 million members and nearly 1,250 chapters in 11 nations, with approximately 220,000 active members in the nation's colleges. Learn more at ptk.org.

Publisher Phi Theta Kappa, Inc.

Editor

Susan Edwards, Ed.D. Senior Director of Honors Programs

Production Staff

Tracee Walker Senior Director of Student Experience

Makayla Steede Creative Content Manager

Lori Brechtel Creative Designer

Phi Theta Kappa Honor Society

International Headquarters | 1625 Eastover Drive, Jackson, MS 39211 ptk.org | 601.984.3504

Phi Theta Kappa is committed to the elimination of unlawful discrimination in connection with all employment relationships, business operations and programs. Discrimination based on gender, family or marital status, race, color, national origin, military or veteran status, economic status, ethnic background, sexual orientation, gender identity, transgender status, genetic information or history, age, disability, political affiliation, and cultural and religious backgrounds is prohibited.

©2025 by Phi Theta Kappa, Inc., in the United States and Canada. All rights reserved. No part of this publication may be reproduced without the consent of Phi Theta Kappa. The name, logo, and various titles herein have been registered with the U.S. Patent and Trademark Office. The Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research is published annually by Phi Theta Kappa, 1625 Eastover Drive, Jackson, MS 39211, 601.984.3504.

Narratives of Resilience: Amplifying the Voices of Genocide Survivors to Foster Healing and Understanding

Alpha Mu Tau Chapter Collin College

Reshaping Cinderella to Reflect Current Gender Culture

Alpha Lambda Sigma Chapter

Tear: The Story of the Tulsa Race Massacre of 1921 Beta Lambda Delta Chapter

41

Pathos In Politics: Human Connection And Civic Duty

Lambda Rho Chapter

Kennedy-King College, Chicago Campus Chicago, Illinois

47

Old Souls, Young Minds: The Benefits of Reading for Senior Citizens

Phi Pi Chapter Lorain County Community College Elyria, Ohio

52

Folklore Unique to Northeastern Texas

Alpha Mu Chi Chapter

Northeast Texas Community College Mount Pleasant, Texas

58

Inspiring Generations Through Stories

Alpha Iota Chi Chapter

Northeast State Community College Blountville, Tennessee

64

Tau Gamma's Super Stories Day!

Tau Gamma Chapter

Northampton Community College

Bethlehem, Pennsylvania

68

Preserving the Story of the Onondaga Nation at Onondaga Community College

Alpha Sigma Zeta Chapter Onondaga Community College Syracuse, New York

74

Hub City Hives, Honeyed Snow Bees, and California Dreams of Pollination: A Mississippi Crossroads Tale for Bees and Bee Advocates

Beta Tau Gamma Chapter Pearl River Community College, Forrest County Campus Hattiesburg, Mississippi

80

Preserving Stories Through Poetry: A Celebration of Voices and Heritage

Alpha Gamma Alpha Chapter Pike’s Peak State College, Centennial Campus Colorado Springs, Colorado

86

Beyond Ink: The Stories of Tattoos

Alpha Epsilon Pi Chapter Raritan Valley Community College Branchburg, New Jersey

A Letter from the Editor

Welcome to the 2025 edition of Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research First published in 2018, Civic Scholar emphasizes Phi Theta Kappa’s mission to recognize college students' academic achievement and help them grow as scholars and leaders. We are proud to publish research conducted by community college students who have developed and implemented researchbased, action-oriented projects that have positively impacted their communities.

The articles published in this Civic Scholar edition include substantial research and intentional college and community collaboration and engagement. These Honors in Action projects began as explorations of Phi Theta Kappa’s interdisciplinary 2024/2025 Honors Study Topic, The Power of Stories. Each chapter focused on one of eight related themes and developed research objectives and a research question to guide its study of the power of stories. Honors in Action teams then conducted credible investigations into their identified Honors Study Topic-related themes and, from their research conclusions, determined what action they could take in their communities that would have both shortterm and potentially long-term impact.

This year, we received 416 entries for possible inclusion in this journal. We are pleased to publish 15 of those submissions. They represent 15 community colleges from 11 states in the United States. Students’ research illustrates diverse lenses through which to investigate Phi Theta Kappa’s biennial Honors Study Topic and varied collaborators and action elements of the projects they wrote. Many chapters included graphs, charts, and images with their entries to highlight and support their research and action components. We are excited to include examples of these figures in the 2025 edition of Civic Scholar.

We are proud of all the chapters that took this year’s opportunity to develop, implement, and write about their Honors in Action projects. They are conducting research that matters, and their work has engaged people on their college campuses and communities. Special congratulations to the chapters whose work is published on these pages. Your work inspires us and reinforces that community college students are central to producing new knowledge and meaningful scholarship and making a difference at their colleges and in their communities.

Celebrating community college students' talent, creativity, and outstanding work is exciting, and we are proud to share their work with you!

Susan Edwards, Ed.D. Senior Director of Honors Programs Phi Theta Kappa Honor Society

About the Honors Program

The Phi Theta Kappa Honors Program is designed to engage students in informed action that fosters student success and helps fulfill our mission to provide college students with opportunities to grow as scholars and leaders.

Learning Outcomes

Participation in the Phi Theta Kappa Honors Program contributes to personal, academic, and career development. It allows students to impact their campuses and communities by addressing challenges related to their Honors Study Topic research. Members who participate in the development and implementation of an Honors in Action project will be able to:

1. Evaluate multiple global perspectives of a theme related to the current Phi Theta Kappa Honors Study Topic.

2. Demonstrate undergraduate research fundamentals by identifying sources, appraising their credibility, and formulating evidence-based conclusions.

3. Demonstrate critical thinking and reflective skills throughout the research process.

4. Design, organize, and implement a plan of action that solves a real-world problem related to the Honors Study Topic.

5. Form and develop teams that collaborate and communicate with college and community partners to enhance the project’s impact.

6. Provide evidence of project impact using quantitative and qualitative assessments.

7. Compile a report using clear, correct, and effective language.

Achievement of these learning outcomes builds the analytic, collaborative problem-solving and leadership skills necessary and valued in advanced academic pursuits, work places, and communities.

Editorial Board

The Civic Scholar Editorial Board is comprised of members of Phi Theta Kappa’s Honors Program Council and Student Engagement Team members. The Honors Program Council is responsible for making recommendations to Phi Theta Kappa Headquarters staff about the new Honors Study Topic and Honors in Action Program and for assisting with the compilation and editing of the biennial Honors Program Guide as well as serving on the Editorial Board of Civic Scholar. Made up of Phi Theta Kappa chapter advisors, Headquarters staff, and consultants, Honors Program Council members are selected for their broad knowledge of the Honors Study Topic and Phi Theta Kappa’s integrated approach to the Hallmarks of Scholarship, Leadership, Service, and Fellowship, as well as their balance in academic disciplines. The Honors Study Topic on which the projects selected for inclusion in this edition of Civic Scholar was the 2024/2025 topic, The Power of Stories.

Dr. Sandra Arumugam-Osburn

Social Sciences Representative St. Louis Community College at Forest Park St. Louis, Missouri

Prof. Mat Herrman

Communications Representative University of Arkansas, Morrilton Campus Morrilton, Arkansas

Dr. Jo Marshall

Honors Consultant Spring Hill, Tennessee

Dr. Joy Moses-Hall

Career and Technical Education Representative Pitt Community College Winterville, North Carolina

Dr. Daniel Platt

Service Learning Representative Des Moines Area Community College Ankeny, Iowa

Prof. Julie Rancilio

Humanities Representative Kapi’olani Community College Honolulu, Hawai’i

Dr. Ryan Ruckel

Leadership Development Studies Representative Pearl River Community College, Forrest County Campus Hattiesburg, Mississippi

Dr. Diego Tibaquirá

STEM Representative Miami Dade College, Padrón Campus Miami, Florida

Dr. Nancy Weissman

Student Development Representative Cuyahoga Community College West Lake, Ohio

Prof. Amy Winters

STEM Representative Western Nebraska Community College Scottsbluff, Nebraska

The Power of Stories

2024/2025 HONORS STUDY TOPIC

THEME 1: Why We Tell Stories

Why are stories essential to the human experience?

THEME 2: Perspectives Shape Stories

In what ways do perspectives shape stories people share?

THEME 3: Ways Stories Are Told

What means do people use to tell stories and why?

THEME 4: Preserving Stories

What factors inform or influence the preservation of stories?

THEME 5: Representation Through Stories

How do untold, silenced, suppressed, or stolen stories impact society, and why does representation of these stories matter?

THEME 6: Stories of Persistence, Resilience, Healing, and Sorrow

To what extent do stories of persistence, resilience, healing, or loss provoke and inspire?

THEME 7: Stories as Information, Misinformation, and Disinformation

How do stories serve as avenues of information, misinformation, or disinformation?

THEME 8: Fables, Folklore, and Fairytales

In what ways do messages shared through fables, folklore, and fairytales influence and reflect culture?

Preserving Cultural Heritage: Empowering the Lyric Theatre through Technology-Driven Storytelling

Alpha Phi Kappa Chapter

Bluegrass Community & Technical College

Lexington, Kentucky

Theme

Preserving Stories

ABSTRACT

Our Honors in Action project explored “The Power of Stories” with a focus on the theme “Preserving Stories.” Grounded in intentional research, we examined the multifaceted role of storytelling in fostering empathy, resilience, and cultural preservation, guided by the question: “How can technology be used to preserve the stories of cultural centers in Lexington, Kentucky?” This investigation highlighted the challenges of story loss, particularly in marginalized communities, and underscored the transformative potential of technology in addressing these challenges. The Lyric Theatre, a historic cultural hub for Lexington’s African American community, served as the centerpiece of our action. Originally opened in 1948, the Lyric closed in 1963, leading to decades of cultural loss before its restoration in 2010. Research and conversations with Executive Director Christian Adair revealed the Lyric’s vital role in preserving local narratives, such as those of Lexington’s first African American taxi driver, but also exposed the technological challenges impeding their mission. In response, we provided the Lyric with two modern hard drives, enabling the secure storage, conversion, and archiving of oral histories and other cultural artifacts. This action directly addressed their critical need for updated equipment, enhancing their capacity to safeguard Lexington’s African American heritage. The project had a multifaceted impact: empowering the Lyric to preserve invaluable community stories, fostering connections within our team and the community, and deepening our understanding of the Honors Study Topic. Through the integration of researchdriven action and collaborative, collective effort to preserve and share the stories that define our shared history.

OBJECTIVES

Our chapter’s research objectives emphasized intentional research as the foundation of our Honors in Action Project, aligning with “The Power of Stories” and the theme “Preserving Stories.” We sought to understand the value of storytelling by investigating its benefits, particularly its ability to foster empathy, resilience, and social change. We also explored its therapeutic benefits in mental health contexts, aiming to understand the significance of preserving stories for individuals and communities. Additionally, we examined storytelling’s role in cultural preservation, analyzing its impact on identity and the consequences of losing stories. This included investigating the global and local history of lost stories and identifying the social, economic, and political factors contributing to this loss. Specifically, we studied the history of the Lyric Theatre in Lexington, Kentucky (Figure 1) and how its abandonment resulted in the loss of significant cultural narratives.

To address the loss of stories, we researched organizations and initiatives focused on preservation and investigated modern methods and technologies to support these efforts. Recognizing the importance of a structured approach, we assigned specific roles and topics to team members to ensure comprehensive

coverage of our objectives. Each member reviewed two to three credible sources and contributed findings to a shared research document. A research planner allowed us to track progress, meet milestones, and ensure timely project completion. Regular team discussions helped synthesize individual findings into a unified understanding of the importance of storytelling. (Figure 2) Through this intentional and collaborative process, we highlighted how stories shape identity, foster connections, and preserve cultural heritage while identifying actionable strategies for their preservation.

ACADEMIC INVESTIGATION

Our research into the Honors Study Topic, “The Power of Stories,” focused on the theme

Figure 1

Figure 2

of “Preserving Stories” and explored the ways technology can help safeguard cultural narratives. After an initial brainstorming session, we identified and voted on several research questions, ultimately selecting the central question: “How can technology be used to preserve the stories of cultural centers in Lexington, Kentucky?” This question guided our exploration of the topic and informed our research process. To address this question comprehensively, we divided our efforts into three key areas: understanding the benefits of stories and the importance of preserving them, analyzing the history and causes of lost stories, and investigating potential technological solutions for story preservation. Each team member selected an area based on their interests and expertise, conducting individual research and collaborating within smaller groups. After weeks of research, the team reconvened to share findings, connect ideas across the three areas, and refine our collective understanding of the topic.

Through our research, we discovered that stories play a vital role in preserving cultural heritage, connecting generations, and fostering empathy and understanding. They serve as a bridge between the past and the future, providing lessons, inspiration, and a sense of belonging (PV, 2022). According to Freeman (2006), life stories carry personal meanings shaped by time, offering deeper insights into complex experiences beyond simple categorization. However, the art of storytelling is increasingly at risk, threatened by modern distractions, the rise of digital media, and systemic challenges that often marginalize certain voices. Exploring the history of lost stories, we examined examples like the narratives of Issei women and the history of Lexington’s Lyric Theatre (Okamura, 2021). These case studies illuminated the significant causes of story loss, including cultural biases, inadequate documentation, emotional reluctance to share painful experiences, and a lack of access to technological resources. The consequences of these losses are profound, resulting in inaccurate historical records, diminished cultural understanding, and missed opportunities for education and growth (Shayan, 2023).

In an interview with Christian Adair, the director of the Lyric Theatre, we learned about the deep history and cultural significance of the Lyric as a hub for African American entertainment during

segregation. The Lyric Theatre, once a vibrant hub for African American culture and entertainment, faced decades of neglect after closing in 1963. It was only revived in 2009 following extensive restoration efforts initiated by a lawsuit settlement requiring the city to fund cultural preservation projects. Adair emphasized the urgency of preserving stories, highlighting how much of the community’s history has been lost because it was never documented. He shared that storytelling in the African American community was historically oral, a necessity stemming from centuries of being denied the right to read and write. Adair also discussed the theater’s transformation into a cultural center focused on inclusivity and diversity, showcasing the importance of recording and sharing stories authentically to prevent further erasure of marginalized voices (Adair, 2024).

In considering solutions, we identified numerous ways technology can address these challenges and revolutionize story preservation. Tools like virtual reality (VR) and augmented reality (AR) enable immersive storytelling, bringing history to life in ways that engage and inspire modern audiences (Shein, 2022). Digitization of photographs, documents, and oral histories provides a practical means of safeguarding fragile materials, while digital archives democratize access to historical resources, making them available to a global audience (Komando, 2023). However, we also acknowledged the importance of addressing challenges related to data security and authenticity to ensure the integrity of preserved stories (Mandakovic, 2023).

CONCLUSIONS

Our conclusion emphasizes the transformative potential of technology when paired with community-driven initiatives. By integrating advanced digital tools with local efforts, cultural narratives can be preserved in ways that honor their emotional depth and authenticity. The Lyric Theatre in Lexington served as a compelling example of how a cultural landmark’s stories can be revived and shared through thoughtful restoration and technological innovation. Adair’s vision for the Lyric as a space for storytelling, cultural exchange, and education further reinforced the idea that preserving stories is not just about honoring the past but about creating opportunities for future generations to connect with and learn from their collective history. This

approach highlights the need for collaboration, ethical practices, and a focus on inclusivity to ensure the preservation and enrichment of cultural narratives for future generations.

ACTION

The action component of our Honors in Action project was designed to directly connect our research on preserving stories with meaningful community engagement. Inspired by our findings on the importance of safeguarding cultural heritage, we collaborated with The Lyric Theatre and Cultural Arts Center to provide hard drives essential for storing and converting audio recordings. These recordings capture the narratives of Lexington’s African American community, ensuring their voices remain preserved for future generations.

Our collaboration with The Lyric included working closely with executive director Christian Adair, who provided insight into the organization’s technological needs and cultural preservation goals. We chose to partner with The Lyric due to its commitment to preserving, documenting, and sharing the rich tapestry of local stories, aligning seamlessly with our research objectives of preserving stories.

The hard drives we provided allowed The Lyric to transition smoothly to updated equipment in their newly renovated podcast room. This not only enhanced their ability to archive stories but also supported the launch of new programming initiatives, including podcast recordings that amplify community voices. Feedback from The Lyric affirmed the importance of our contribution, highlighting how it directly facilitated their preservation efforts.

Through this action, we not only addressed a critical community need but also reinforced the role of our chapter as a partner in meaningful cultural preservation. This project exemplified the power of research-inspired action to create a lasting impact.

IMPACT

Our project achieved significant quantitative and qualitative outcomes, making a meaningful impact on preserving cultural narratives and fostering personal growth among chapter members.

Quantitative Outcomes

• We provided the Lyric Theatre with two high-capacity hard drives, enabling the secure storage and conversion of dozens of valuable audio recordings that document the voices and stories of Lexington’s African American community.

• The Lyric successfully transitioned to updated equipment in their podcast room, enhancing their capacity to produce, archive, and share new oral histories and digital content.

• As a result of our contribution, multiple recordings were securely digitized and stored, laying the groundwork for expanded preservation efforts.

Qualitative Outcomes

• Our project enhanced the Lyric’s ability to preserve and share local narratives, ensuring these culturally and historically significant stories remain accessible for future generations.

• Feedback from Christian Adair, the Lyric’s Executive Director, highlighted the direct and positive impact of our contribution on their programming and preservation initiatives. He emphasized how the new equipment allows for more reliable and professional storytelling efforts, furthering the Lyric’s mission.

• The collaboration deepened community awareness of the importance of preserving African American heritage, sparking broader conversations about cultural preservation and its role in shaping community identity.

Impact on the Problem Addressed

By addressing the Lyric’s technological limitations, our project directly tackled the challenge of preserving irreplaceable cultural and historical narratives in a modern and sustainable format. These stories, central to the identity and heritage of Lexington’s African American community, are now safeguarded, ensuring their longevity and accessibility. This action also reinforced the Lyric’s role as a vital community resource for storytelling and education.

Growth Opportunities for Chapter Members

• Participating in this project provided chapter members with transformative opportunities

for growth as scholars and leaders:

• Critical Thinking and Research: Members deepened their understanding of cultural preservation by conducting extensive research and analyzing the specific needs of the Lyric.

• Leadership Development: Coordinating the project required effective teamwork, problem-solving, and collaboration with community leaders, honing our leadership and organizational skills.

• This project demonstrated how academic inquiry and community collaboration can converge to create a lasting impact, motivating members to continue addressing real-world issues.

RESOURCES

Adair, C. (2024, May 10). Interview with Lyric Director. YouTube. https://www.youtube.com watch?v=TGpQmzwylks

This interview with Christian Adair, director of the Lyric Theatre, provided firsthand insights into the cultural and historical significance of the Lyric as a hub for African American stories during and after segregation. Adair highlighted the importance of preserving oral traditions within marginalized communities, especially in the face of historical erasure and systemic barriers to documentation. Through this interview, we learned that storytelling is not only a tool for safeguarding history but also a means of fostering inclusivity and community resilience.

Komando, K. (2023, December 15). “Use technology to preserve your holiday memories” Komando.com

Old photos and documents can deteriorate over time, risking the loss of valuable historical information. Technology offers solutions for digitizing and preserving these materials. Once digitized, these photos can be stored, organized, and shared easily using cloud storage or digital archives.

Preservation Virginia, (2022). “Why preservation? What are the benefits?” Preservationvirginia. org. https://preservationvirginia.org/whypreservation-what-are-the-benefits/

This source provides a comprehensive overview of the multifaceted benefits of preservation,

particularly in maintaining cultural heritage and fostering community pride. It highlights how preserving stories, buildings, and cultural artifacts helps maintain a sense of place, educates future generations, and contributes to local economies through tourism and revitalization efforts. It deepened our understanding of the broader implications and value of preservation beyond just historical documentation.

Shayan Doroudi. (2023). The forgotten African American innovators of educational technology: Stories of education, technology, and civil rights. Learning, Media and Technology, 1–17. https://doi.org/10.1080/174 39884.2023.2237892

This source highlighted the systemic underrepresentation and erasure of marginalized voices in historical narratives. This source underscored the importance of inclusivity in preserving stories and revealed how bias and discrimination have historically limited the documentation and recognition of contributions from diverse communities. It taught us that preserving stories is not just about safeguarding the past but also about ensuring that all voices are represented and valued. It emphasized the transformative power of storytelling in addressing historical injustices and fostering a more equitable understanding of history.

Shein, E. (2022, December 1). Preserving the past with immersive technologies. https:// cacm.acm.org/news/preserving-the-past-withimmersive-technologies/

Immersive technologies allow museums and institutions to recreate historical events and places in engaging ways. VR can transport users to another time or place, providing a 360-degree immersive experience. AR overlays information on the real-world, enhancing the viewer’s understanding of historical contexts.

Raising Awareness for Veterans’ Mental Health

Sigma Lambda Chapter Calhoun Community College Huntsville, Alabama

Theme

Perspectives Shape Stories

ABSTRACT

Mental health and its associated challenges have long been a taboo subject within the military, leaving many service members hesitant to seek help due to stigma and the perception of weakness. This stigma not only affects their willingness to seek treatment, but also how they share their stories. Their narratives are frequently intertwined with their mental health struggles, leaving many with feelings of isolation. Through the lens of this year’s Honors study topic, “The Power of Stories”, and the theme “Perspectives Shape Stories”, our chapter asked, “How do veterans’ challenges with mental health shape the stories they share about service?” Recent studies show that the rate of individuals with PTSD is 15% higher among veterans, and veterans are also five times more likely to experience major depression. Our research, and the large military presence in our community due to a military base, motivated our chapter to advocate for increased awareness of challenges veterans face related to mental health. To accomplish this, we created a short documentary featuring interviews with local veterans about how their struggles with mental health have shaped their perspectives about their military service. The documentary was distributed on our chapter’s social media pages and also screened at an event attended by students, faculty, and staff at our college, along with members of the community. Our event also featured a guest speaker from the Wounded Warrior Project, who spoke about his experience with PTSD and how it shaped his perspective on his military service. Both the film and the event were critical avenues for increased community awareness about the importance of mental health support for veterans.

OBJECTIVES

Research objectives:

Our first step was to assemble a five-person HIA team. The team participated in a weekend retreat with advisors in which we reviewed the Honors Program Guide and project requirements. Next, we created a timeline to strategically outline the steps for executing our research. Beginning in the summer, we met weekly, and our initial focus was to determine our theme and topic. This process was lengthy and required several rounds of exploratory research on various topics to determine if they were viable (enough credible research available, etc.). Once we settled on our chosen theme and topic, we formulated our research question: “How do veterans’ challenges with mental health shape the stories they share about their service?” Once the research question was finalized, each team member found and annotated two scholarly articles exploring diverse perspectives related to our question. We collectively reviewed these articles during several weekly meetings to pinpoint the most relevant sources for our research question. Lastly, we set a goal to complete the application for the HIA Mellon Grant. We successfully did so and were selected to receive the grant.

Based on our research findings, which revealed how veterans’ struggles with mental health can directly impact the way they share their stories, we identified action objectives to provide veterans in our community a space to safely share their experiences.

Action objectives:

• Each officer brainstormed two ideas for potential actions

• Officers discussed each idea at a chapter meeting.

• Officers determined an action: filming a short documentary and hosting a guest speaker.

• Officers worked together to learn the process and technical requirements of filming a short documentary.

• This involved watching sample videos, researching VA programs, reaching out to veterans willing to provide interviews, writing interview questions, and learning to use film and audio equipment, as well as editing software.

• Planned the documentary/guest speaker showcase, arranged a date and time, booked a location, prepared refreshments and decorations

• Obtained a speaker for the event by reaching out to the Wounded Warrior Project

• Advertised the event

Collaboration objectives:

• Included a speaker at the event to share personal experiences, add credibility, reinforce our message of the importance of veterans’ mental health, bolster the event, and boost engagement

• Worked with the college’s Public Relations department to access a professional filming space and obtain training for video equipment and editing software.

• Partnered with veterans for our documentary and provided an avenue for veterans to share their stories.

• Found volunteers through advertising calls for participants in our chapter newsletter, targeted Facebook groups, and in our member meetings.

• Communicated with local veteran organizations for potential involvement: Alabama Department of Veteran Affairs, Veterans of Foreign Wars Huntsville, and Suicide Prevention Team Huntsville Veterans Affairs.

• Contacted local retirement homes to find potential interview subjects.

• Tied the project into our local community since this issue directly affects our area.

• Provided veterans an opportunity to collaborate and connect with people of shared experiences.

ACADEMIC INVESTIGATION

Our research focused on the question: “How do veterans’ challenges with mental health shape the stories they share about service?” Each member of the team researched a different aspect of the theme, for example, the role of the VA or nonprofit organizations in providing mental health support, bringing back various insights and sources to discuss in our meetings. Overall, the team read approximately 15 articles related to

our research question, which exceeded our objective for each of our five team members to read two articles. From these articles, we discovered several important points that grew into our research conclusions. The HIA team dedicated meeting time each week from August through October to discuss conclusions and highlight key areas of research, reflecting outside of meetings via GroupMe and a shared Google document for sources. We completed our research by early November, which was within the timeline we set as a research objective.

One key finding was that the barriers within the VA—like delays in mental health care and inadequate support—create feelings of frustration and abandonment among veterans. These experiences shape their perceptions of military service and influence the way they tell their stories, often blending their sense of isolation with their service memories. We also found that stigma surrounding mental health in military culture can make it difficult for veterans to openly and honestly discuss their struggles.

CONCLUSIONS

Many veterans may downplay their challenges or frame their experiences in a way that aligns with traditional ideas of strength, even if they’re secretly dealing with mental health issues. In addition, we found that veterans often deal with a combination of challenges, including PTSD, addiction, and physical health issues, which make it harder for them to transition back into civilian life. These overlapping struggles shape their identities and influence how they share their stories. Many veterans, for example, may highlight the positive aspects of their time in the military while downplaying the trauma they’ve experienced. In conclusion, our research showed just how deeply veterans’ mental health struggles impact the stories they tell about their service. This conclusion is what led us to develop an action aimed at creating opportunities for veterans to share their stories and experiences with mental health and military service more openly and authentically.

ACTION

Our action contained two major components. The first was a short documentary film focused on raising awareness for veterans’ mental health.

In the film, we interviewed three veterans about how their military service impacted their mental health. The second component was a guest speaker from the Wounded Warrior Project (WWP), who talked about his experience with PTSD following military service and the importance of dismantling the stigma surrounding mental health struggles in the military. The premiere of our documentary and the WWP guest speaker were the focus of an event that we held on our campus titled Silent Battles: Raising Awareness for Veterans’ Mental Health. Students, faculty, and staff at our college attended the event, along with members of the community. (Figure 1) We also distributed our documentary on our social media pages to provide a wider audience with the opportunity to view it.

Our project required significant collaboration with multiple groups. First, we worked with our college PR department to improve our technical skills. They gave us access to their resources and filming studios, reviewed our scripts, provided technical support throughout the project, enhanced our editing abilities, and taught us how to use video, audio, and lighting equipment. Our chapter has never worked closely with them before, so this project provided an opportunity to build new connections. This collaboration was exceptionally important because without it, we would not have had the necessary resources or expertise to make our film. Second, we chose to

Figure 1

partner with the Wounded Warrior Project (WWP) when looking for a guest speaker because we felt their mission (“honor and empower wounded warriors”) aligned with our project goals (raising awareness of mental health issues affecting military veterans). (Figure 2) The HIA grant we received was critical because it gave us the ability to pay a speaker honorarium.

After reaching out to WWP, we were paired with a speaker, and we coordinated (via phone and email) a day for him to come speak on our campus. Our speaker had a major impact on our event because he connected with the audience compellingly; one attendee was brought to tears. His presentation encouraged veterans to share their personal stories of mental health struggles and created a space for veterans in the audience to feel validated. Finally, our collaboration with the three veterans we interviewed in our documentary was critical to the success of our project. We found these volunteers by putting out requests for participants in our chapter newsletter and in targeted Facebook groups. One veteran who participated is a current student at our college, one is a former student, and one is a community member. We communicated with them via Facebook Messenger to set up dates, times, and locations for filming interviews, and drafted a list of questions to ask in advance. These interviews provided diverse perspectives necessary for a successful documentary.

IMPACT

Our documentary premiere/WWP guest speaker event had 40 attendees (students, community

members, faculty, staff, and documentary participants), and 14 individuals responded to our post-event survey. 100% of respondents stated that they felt more informed about the topic of veterans and mental health after the event, and 100% of respondents rated the event as either “excellent” or “good”. Further, 100% of respondents stated the event was either “very impactful” or “impactful”. Our documentary was posted on our chapter’s social media pages and received the following engagement: YouTube (44 views, 4 likes, 11 comments), Facebook (18 views, 2 likes), Instagram (100 views, 8 likes, 9 shares, with 68.8% followers and 31.2% nonfollowers). When asked what attendees enjoyed most about the event, responses included:

• “The speaker and the video were both very informative.”

• “It was genuine and heartfelt.”

• ”I enjoyed listening to the guest speaker, along with the special video!”

• ”[The speaker] was an incredible guy; I absolutely love his mindset and appreciate his journey.”

During Q&A, one audience member shared a personal story about a family member who was a military veteran and struggled with PTSD, which showed the audience’s connection to our film and the speaker. The comments and feedback we received showed that our project certainly made a short-term impact on participants and audience members, and housing our documentary online provides the opportunity for a long-term impact as well.

This project gave chapter members opportunities to grow both as scholars and leaders. Scholarly growth came through researching and creating an event relevant to our community, which has a large military presence. We developed critical thinking skills by analyzing sources and gained skills in collaboration. As leaders, we gained experience in event planning, public communication, empathy, resilience, and adaptability, especially when faced with changes like an event venue switch and date adjustments. This project also taught us about informed service. Because we researched our topic before starting our action component, we felt more invested in our project and more confident in our knowledge about what would most benefit the community. Thanks to this experience, we now have a better understanding of the importance of bolstering service with research.

Figure 2

RESOURCES

Chung, J. S., Jouk, A., Licona, N. P., Terry, J. H., & Harris, O. A. (2022). In her own words: A phenomenological analysis of stories told by female service members and veterans after traumatic brain injury. Disability and Rehabilitation, 45(24),4086–4093. https:// doi.org/10.1080/09638288.2022.2146766

This article discusses the high number of underdiagnosed traumatic brain injuries in women who have served in the military. Women show signs of traumatic brain injury (TBI) differently than men, and researchers set out to better understand the personal experience of women who have served and experienced TBI. The study found these women struggled with emotions, suicidal thoughts, and physical limitations, and all shared how their experience with the military made living with TBI unique. This article was an important source for our research because it provided us with an underrepresented population’s perspective related to our topic, and showed us how that perspective shaped the way that participants in this study talked about their experiences living with TBI after serving in the military.

Fogle, B.M., Tsai, J., Mota, N., Harpaz-Rotem, I., Krystal, J.H., Southwick, S.M., & Pietrzak, R.H. (2020). The national health and resilience in veterans study: A narrative review and future directions. Frontiers in Psychiatry, 11. https:// doi.org/10.3389/fpsyt.2020.538218

This study focused on the high prevalence of health issues experienced by veterans, including nicotine dependence, problem gambling, and physical health conditions like obesity and diabetes. All of these are intertwined with PTSD and other mental health challenges. This article provided insights into how mental health challenges influence veterans’ experiences and narratives. The article was important to our research because it helped us gain a better understanding of PTSD and its link to other mental and physical health problems. Thanks to this insight, we were able to structure our documentary interview questions with a greater sensitivity to how PTSD appears in veterans’ lives to avoid upsetting them with uninformed questions.

Hitch, C., Toner, P., & Armor, C. (2023). A Qualitative systematic review of enablers and barriers to help seeking for veterans that have completely left the military within the context of mental health and alcohol. Journal of Veterans Studies, 9(1), 15–30. https://doi. org/10.21061/jvs.v9i1.376

This article identifies the barriers veterans face when seeking mental health care, including military culture, stigma, and systemic issues. This article was important to our project because it helped us understand how lack of access to mental health care can influence veterans’ stories about their service, especially when mental health issues are a result of their deployment.

Roberts, T., Ringler, T., Krahn, D., & Ahearn, E. (2020). The My Life, My Story program: Sustained impact of veterans’ personal narratives on healthcare providers 5 years after implementation. Health Communication, 36(7), 829–836. https://doi. org/10.1080/10410236.2020.1719316

This article evaluated the impact of the “My Life, My Story” program. The program was created to share the stories of veterans’ experiences with healthcare professionals, with the hopes of developing better treatment experiences. This source was important to our project because it highlighted positive changes in the field of mental healthcare for veterans. It also gave us an awareness of resources offered to veterans and how their experience with healthcare providers shapes their stories related to military service.

Sager, Z., Nathan, S., Doherty, K., Pless Kaiser, A., King, K. D., Topor, D. R., Morrison, N. R., & Moye, J. (2022). Traumatic disclosures in the life stories of older Vietnam era veterans. Journal of the American Geriatrics Society, 70(10), 2967–2972. https://doi.org/10.1111/ jgs.17918

This article highlights storytelling’s impact on veterans’ mental and physical health. To gather these stories, volunteers recorded stories shared by veterans about their service and resulting trauma. Healthcare workers then used these stories to help clinicians respond more proficiently to trauma disclosures. This article was important to our project because it helped us gain a better understanding of how trauma and PTSD can affect a veteran’s mental health, and how sharing stories of trauma in safe, supportive spaces positively affects veterans.

Debunk It! Fighting Misinformation and Disinformation on Social Media

Alpha Sigma Nu Chapter

Chandler-Gilbert Community College, Pecos Campus

Chandler, Arizona

Theme

Stories as Information, Misinformation, and Disinformation

ABSTRACT

False information is propelled by social media and is further distributed and at times created by artificial intelligence. Without the necessary literacy skills, humans often perpetuate the spread of misinformation through their engagement in social media. By developing a website, the researcher involved in this project aimed to provide students at CGCC with some of the literacy skills needed to distinguish between factual information from fictitious information. The researcher analyzed a collection of peer-reviewed sources discussing online disinformation, misinformation, social media, and artificial intelligence. The website provided information that explained how widespread the problem of dis- and misinformation is and how social media and AI are often used to exacerbate these problems. The website contained multiple opportunities for users to interact, including an online simulation designed for users to learn some of the tactics employed by social media misinformation. The website included rhetorical devices that students could use to verify whether online content is real or fake. After engaging with the website, participants completed a user survey. Survey results revealed that the majority of users did not initially realize there was a difference between information and misinformation and did not recognize that propaganda was often the mission of disinformation. Survey results also indicated that users felt better equipped to distinguish information and misinformation after learning about ways to fact-check online information.

OBJECTIVES

Given the significant portion of Americans who rely on social platforms for information, the Alpha Sigma Nu chapter aimed to determine how false information spreads through social media, as well as understand the increasing role artificial intelligence plays in disseminating false information. The chapter also sought to identify methods for detecting false information and promoting digital literacy. This research informed the chapter’s initiative to develop a way to provide students with the skills needed to distinguish between accurate and misleading social media content.

The chapter prioritized collaboration throughout the research, action, and website development phases of the project. First, PTK members worked collectively to research social media disinformation and misinformation, leveraging the diverse perspectives of students and authors to gain a comprehensive view of these issues. Research insights were then used to create a website offering students resources to successfully navigate through the social media landscape. Before the website’s publication, PTK members collaborated to improve its effectiveness and readability. The chapter also aimed to promote collaboration through action. Some members volunteered to design and distribute flyers, reach out to professors across different divisions for promotion, discuss the initiative during chapter meetings, and post the website link on the club page. Additionally, the chapter strived to extend collaboration as students’ level of satisfaction and ensure the website had a positive impact.

ACADEMIC INVESTIGATION

Research Questions:

• What factors contribute to the rapid dissemination of misinformation and disinformation on social media platforms?

• What role does artificial intelligence play in both the spread and mitigation of false information?

• What resources and educational frameworks are most effective in helping community college students identify false information on social media and develop digital literacy skills?

Himelein-Wachowiak et al. (2021) highlight the use of bots as a contributing factor to the spread of false information on social media. Human users exacerbate misinformation and disinformation by unintentionally sharing it, with Aïmeur et al. (2023) noting that unintentional spreading occurs five times more often than intentional. Echo chambers also promote the dissemination of false information, as Beauvais (2022) and Joyner et al. (2023) explain that they increase users’ exposure to belief-consistent false information. Zhou et al. (2023) emphasize AI’s role in generating pandemic-related misinformation, while Monteith et al. (2024) assert that AI-generated misinformation often appears plausible but is factually incorrect. Nevertheless, Aïmeur et al. (2023), Zhou et al. (20243), and Monteith et al. (2024) suggest that AI could also serve as a powerful tool to counter false information alongside its role in creating it. Additionally, Beauvais (2022) provides a checklist for identifying false information and promoting critical thinking. Melo-Pfeifer and Gertz (2022) support similar critical thinking strategies, advocating for news literacy programs in educational settings. Joyner et al. (2023) corroborate this proposition, highlighting the need to improve media literacy and equip users with the skills to resist disinformation tactics.

CONCLUSIONS

A literature review was essential in determining the most effective content to feature on the website to help students develop digital literacy skills and the ability to identify false information on social media. The significant contribution of bots to disinformation highlighted by Aïmeur et al. (2023) and Himelein-Wachowiak et al. (2021) inspired the chapter to include information on the issue and a bot-identifier tool, so students can identify if an account they encounter is automated or a real human. The checklist system promoted by Beauvais (2022), in addition to the danger of AI revealed by Zhou et al. (2023) and Monteith et al. (2024) prompted the incorporation of comprehensive checklists to identify false information, AI images, and AI- generated text. Due to findings by Monteith et al. (2024) that AI-generated content often appears plausible to users regardless of accuracy, the chapter included basic descriptions of the different types of AIgenerated content associated with possible false information. Furthermore, the website featured a list of fact-checking resources to provide students

with an objective measure of accuracy to counter the over-reliance of subjective moral evaluations, as highlighted by Joyner et al. (2023).

ACTION

The action components of the project were significantly inspired by research findings. For example, the timing of the website publication–three weeks before the election–was informed by Pérez Escolar et al., which emphasized the heightened political focus of disinformation during election periods. The website’s focus on AI identification and education stemmed from research highlighting the increasing role of AI in spreading false information. (Figure 1)

Additionally, collaborating with professors from three different divisions to offer extra credit for using the website and completing the feedback survey was inspired by research advocating for the promotion of critical thinking and digital literacy skills in educational settings.

We wanted to promote awareness of social media misinformation/disinformation on campus. We also wanted to empower CGCC students with the tools to identify false or misleading information on social media, as well as AIgenerated content. To do these things, we created and distributed a flyer to place in bathrooms and on CGCC social media for two weeks leading up to the November election. We embedded the website into multiple Canvas courses, including English, history, and ethnic studies, as an extra credit opportunity.

IMPACT

The website achieved over 305 views, underscoring the significant reach of the campus initiative. However, its impact in countering social media false information is best reflected in the survey responses. One student shared that they learned false information is often emotionally charged and discovered the value of using reverse image search to identify the source of images. Another student commented, “I thought the link that tested whether I could differentiate an AI-generated image from a real image was insightful. It shows just how deceptive AI images can be, highlighting the potential risks.” These statements demonstrate the website’s effectiveness in helping students gain the necessary digital literacy skills to counter misinformation and disinformation. A student also expressed that they would gladly share the website with family and friends as an educational resource, showcasing the project’s potential for broader impact. Additionally, students provided constructive feedback for improving the website, with one response suggesting the addition of statistics to increase information retention. These recommendations can be incorporated into future updates to further strengthen the website’s role in combating false information on social media. Beyond mitigating the problem, the initiative also helped members grow as both scholars and leaders.

Interpreting and synthesizing research articles helped members gain research and critical

Figure 1

thinking skills. Applying findings to the initiative helped members bridge theoretical knowledge with real-world application, strengthening their ability to make informed efforts against significant problems. Taking an active role in the promotion process, including creating flyers and presenting project updates during membership meetings, helped members gain leadership and public speaking skills.

RESOURCES

Aïmeur, E., Amri, S., & Brassard, G. (2023). Fake news, disinformation and misinformation in social media: A review. Social Network Analysis and Mining, 13(1). https://doi. org/10.1007/s13278-023-01028-5

This article is important because it explains the rapid spread of fake news through online social networks (OSNs). In 2020, nearly half of U.S. adults relied on social media for news. The authors reveal that false news spreads six times faster than factual information and that 70% of users struggle to distinguish between the two. Aïmeur et al. highlight the challenges in detecting fake news, which often features more words and negativity than truthful content. Unintentional sharing of fake news occurs five times more often than intentional spreading, indicating a significant awareness gap. The paper notes that social bots amplify fake news interactions, enhancing the content’s perceived legitimacy. To combat this issue, Aïmeur et al. advocate for the use of large datasets to train AI detectors, alongside adversarial learning techniques and diverse detection methods— human, AI, and blockchain-based.

Beauvais, C. (2022). Fake news: Why do we believe it? Joint Bone Spine, 89(4). National Library of Medicine. https://doi. org/10.1016/j.jbspin.2022.105371

Beauvais’ article is significant because it highlights contributing factors to the spread of false information on social media as well as methods to counter it. Beauvais reports findings that false information disseminates faster than truthful content on social media, attributable to bot activity and human sharing. Beauvais discusses the illusory truth effect, which suggests that individuals are more likely to believe a claim if exposed to it repeatedly. Social media algorithms contribute to the illusory truth effect

by creating echo chambers where algorithms consistently expose users to similar content. The article presents a study that found individuals were vulnerable to misinformation regardless of their education level or experience in healthcare. Beauvais offers a checklist to help identify potential false information, with indicators including bad language, lack of sufficient citations, and fake web addresses. This checklist is aimed at enhancing digital literacy and critical thinking skills in users.

Himelein-Wachowiak, M., Giorgi, S., Devoto, A., Rahman, M., Ungar, L., Schwartz, H. A., Epstein, D. H., Leggio, L., & Curtis, B. (2021). Bots and misinformation spread on social media: A mixed scoping review with implications for COVID-19. Journal of Medical Internet Research, 23(5). https://doi. org/10.2196/e26933/

Himelein-Wachowiak et al. discuss the role of bots, or automated accounts, in spreading disinformation, presenting findings that 33% of the most prominent sharers of false information were likely bots. According to Himelein-Wachowiak et al., humans struggle to distinguish between bots and other human users on social media. Himelein-Wachowiak et al. highlight attempts to mitigate disinformation spread by social media bots. For example, California mandated that social media bots identify themselves in 2018. However, measures to address false information online through legislation and company policy have been controversial. For example, Himelein-Wachowiak et al. assert that algorithms developed to identify hate speech and false information often include bias against race. As a result, HimeleinWachowiak et al. claim that current mitigation methods are insufficient to address bots and disinformation.

Joyner, L., Buchanan, T., & Yetkili, O. (2023). Moral leniency towards belief-consistent disinformation may help explain its spread on social media. PLOS One, 18(3), e0281777. https://doi.org/10.1371/journal. pone.0281777

The article examines how human behavior contributes to the spread of misinformation and disinformation on social media, which is crucial to understanding the threat’s pervasiveness. Users

often share false information, aligning with their beliefs, viewing it as more acceptable to spread. Joyner et al. emphasize the distinction between “misinformation” (unintentional) and disinformation” (deliberate). The article reveals that individuals engage more with belief-consistent misinformation, particularly surrounding government trust and COVID-19. Individuals who view misinformation as aligned with their beliefs may find it orally acceptable. Joyner et al. state that these concerns are heightened by social media echo chambers, where users are consistently exposed to content on social media based on their personal preferences. The project aims to enhance media literacy and critical thinking, promoting an informed online community equipped to resist disinformation tactics, consequently safeguarding democratic processes and communication integrity.

Zhou, J., Zhang, Y., Luo, Q., Parker, A. G., & Choudhury, M. D. (2023). Synthetic lies: Understanding AI-generated misinformation and evaluating algorithmic and human solutions. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery. https://doi. org/10.1145/3544548.3581318

Zhou et al. highlight the capacity of large language models to generate high volumes of text containing misinformation, along with the associated risks and societal implications. The paper discusses the spread of health misinformation during the pandemic, including conspiracy theories and fake cures. As a result, incidents of racial discrimination, public fear, and mistrust of healthcare systems increased. Zhou et al. explore the use of AI techniques for both the identification and creation of misinformation. The study notes that large language models, which can produce humanlike text, contribute to the perpetuation of misleading narratives. The authors also emphasize the limited research comparing AIgenerated misinformation to that created by humans.

Narratives of Resilience: Amplifying the Voices of Genocide Survivors to Foster Healing and Understanding

Alpha Mu Tau Chapter Collin College Frisco, Texas

THEME

Stories of Persistence, Resilience, Healing, and Sorrow

ABSTRACT

Alpha Mu Tau members explored how storytelling fosters resilience and healing within individuals and communities affected by genocide. Through extensive research, the team examined the United Nations’ definition of genocide, survivor narratives from five major genocides, and psychological studies on trauma recovery. Findings revealed that storytelling is a transformative tool for processing trauma, educating others, and fostering empathy. To translate research into action, the team organized Narratives of Resilience: Teaching Stories Through Genocide Survivors, a round-table event featuring survivor profiles and a translated Holocaust testimony video. This event raised awareness of lesser- known genocides while emphasizing survivor resilience. Supporting components included a book club featuring Elie Wiesel’s Night, an immersive visit to the Dallas Holocaust and Human Rights Museum, and collaboration with historians, descendants of survivors, and sister chapters to enhance authenticity and outreach. Surveys revealed that 76% of attendees felt emotionally connected to the stories, and 65% became more aware of lesser-known genocides. Additionally, 82% reported gaining a deeper appreciation for survivor resilience and the healing power of storytelling. The project’s legacy includes the translation and archival of a Holocaust survivor’s journal for future use. This project showcased the power of

storytelling to raise awareness, foster empathy, and inspire ongoing education and advocacy in the community.

OBJECTIVES

Research Objectives:

• Read the Honors Program Guide to deepen our understanding of the Honors Study Topic, The Power of Stories, and to guide our research direction.

• Form a research team, establish a timeline, and equip members with research skills through Research Edge and workshops with the librarian.

• Define genocide and explore its relevance to storytelling and resilience in individuals and communities.

• Investigate the research question: “How can the storytelling of genocide survivors contribute to individual and community resilience and foster healing within society?”

• Utilize grant funding to enhance research efforts, including purchasing resources for a book club and attending the Holocaust Museum to analyze real-world examples of storytelling.

• Conduct weekly meetings to reflect on findings, analyze data, and draw meaningful conclusions.

Action objectives:

• Organize an event based on our research findings that storytelling fosters healing and raises awareness.

• Develop and implement a targeted marketing campaign across multiple platforms to maximize event attendance.

• Educate attendees on different genocides, emphasizing survivor resilience through video testimony and storytelling.

• Raise public awareness and understanding of the legal definition of genocide.

• Collect and analyze survey data from attendees to measure the event’s impact on awareness and understanding.

Collaborative Objectives:

• Partner with school administration to secure a venue that accommodates the projected audience.

• Collaborate with Omicron Psi to expand outreach and share the testimony video with a wider audience.

• Work with a descendant of a Polish Holocaust survivor to translate their grandfather’s journal and video, ensuring authenticity and deeper emotional connection for attendees.

• Coordinate with PTK’s Texas District II Vice President to promote the event to chapters across the district.

• Partner with the student engagement office to invite other student organizations and foster a diverse audience.

• Work with the marketing department’s marketing strategy, including social media, email campaigns, and on-campus flyers.

ACADEMIC INVESTIGATION

In preparation for conducting academic research, committee members completed Research Edge, a Phi Theta Kappa tutorial on academic research. Team members studied the Honors Study Topic: The Power of Stories to understand its broader implications. Inspired by a visit to the Dallas Holocaust and Human Rights Museum, we were moved by the stories shared and began exploring how storytelling fosters healing and resilience. This led us to investigate Theme Six: Stories of Persistence, Resilience, Healing, and Sorrow and formulate our research question: “How can the storytelling of genocide survivors contribute to individual and community resilience and foster healing within society?”

To ground our research, we defined genocide using the United Nations’ Convention on the Prevention and Punishment of the Crime of Genocide (1948, art. 2), which describes it as acts intended to destroy, in whole or in part, a national, ethnic, racial, or religious group. We then examined survivor stories from five genocides: the Holocaust, Rwanda, Bosnia, Cambodia, and Sudan. Survivor memoirs, academic studies, and psychological research revealed storytelling as a transformative process for survivors, allowing them to process trauma, reclaim agency, and educate others about atrocities. Elie Wiesel’s Night and Loung Ung’s First They Killed My Father exemplify how personal narratives can inspire empathy, education, and advocacy.

A psychological study by Pennebaker (1997) demonstrated that expressive storytelling, such as writing or speaking, helps survivors process emotions and reduce distress. Jeanne Celestine Lakin, a Rwandan genocide survivor and author of A Voice in the Darkness, shared how writing her story was both terrifying and therapeutic, enabling her to confront and better understand her experiences. However, research by Krauskopf et al. (2023) and Field (2006) emphasized that storytelling can also retraumatize survivors, highlighting the dual-edged nature of this process. While storytelling fosters resilience, it is not a universal cure and must be approached sensitively.

Our research also explored broader societal dynamics. Dara Horn’s People Love Dead Jews critiques how memorials and education often focus on “dead Jews,” sanitizing history to prioritize non-Jewish perspectives. This superficial framing disconnects past atrocities from present antisemitism and fails to engage with the complexities of Jewish life and resilience. Horn’s arguments illuminated how storytelling can sometimes oversimplify or distort history, underscoring the need for narratives to confront ideologies that enable genocide rather than merely commemorating victims. We also noted Raszelenberg’s (1999) argument that genocides and survivor stories are incomparable due to their unique historical and cultural contexts. This reinforced the importance of honoring individual stories without generalizing their experiences.

CONCLUSIONS

Our research concluded that storytelling is a powerful tool for survivors, communities, and societies. It preserves history, fosters empathy, and encourages collective action. However, it also highlighted gaps in public understanding of lesser-known genocides and the risk of oversimplification when narratives are shaped by external agendas. By examining diverse perspectives, we found resilience, healing, and a call to action against future atrocities.

ACTION

Our project began with an immersive experience at the Dallas Holocaust and Human Rights Museum, where members of the Alpha Mu Tau chapter engaged deeply with the historical and emotional realities of genocide. The museum’s Ten Stages of Genocide exhibit provided

attendees with a systematic understanding of how genocides occur, offering context for the survivors’ stories we aimed to share. Participants explored survivor testimonies, historical artifacts, and interactive displays, deepening their understanding of the global and historical significance of genocide. This hands-on experience inspired our approach to storytelling and helped shape the subsequent components of our project. Insights gained during the museum visit were incorporated into the roundtable discussion, ensuring that participants had a comprehensive framework for understanding genocide and its broader implications.

Building on this foundation, we hosted a roundtable discussion titled Narrative of Resilience: Understanding Genocide Through Stories. The event aimed to bring awareness to the community about genocide and its profound impact through the voices of survivors. For the discussion, Honors in Action (HIA) committee members created ten detailed survivor profiles from five significant genocides, covering the survivors’ lives before, during, and after these atrocities. Each profile emphasized the survivor’s resilience and contributions to society, fostering both education and empathy.

During the event, we screened a video of a Holocaust survivor recounting his personal experiences. The deeply moving testimony resonated with participants, connecting them emotionally to the event’s theme. Attendees were provided with the survivor profiles and guided through reflective questions that encouraged personal and intellectual engagement. To measure the event’s impact, participants completed surveys, with feedback indicating a significant increase in understanding of genocide and the role of storytelling in fostering resilience.

Collaboration was a critical component of the round-table discussion. We partnered with the Omicron Psi chapter to secure the translated testimony video, which served as the catalyst for the event’s discussions. Additionally, we worked with a Holocaust survivor’s descendant to obtain journals and testimony videos in Hebrew. Collaborating with a historian, we translated the journals into English and archived them in the library for future research. Our marketing department and student engagement office also played key roles in promoting the event through

social media campaigns, flyers, and outreach to all nine campuses, significantly broadening the event’s reach.

As an extension of the discussion, we organized a book club centered around Elie Wiesel’s Night. Participants delved deeper into the experiences of Holocaust survivors and engaged with guided questions designed to provoke thoughtful discussion. These discussions tied directly to our research question by exploring the resilience of survivors across genocides, reinforcing the themes addressed in the round-table discussion.

The immersive experience at the museum and the subsequent events were intentionally connected to maximize their impact. For example, insights from the museum informed the profiles and discussion questions used in the round-table event.

Additionally, reflections from the book club provided participants with a deeper understanding of survivor resilience and the transformative power of storytelling.

Through these collaborative efforts and diverse action components, we successfully promoted awareness and advocacy surrounding genocide. Our project not only highlighted the resilience of but also emphasized the importance of understanding and preventing genocide in the future.

IMPACT

The project effectively addressed the research question, “How can storytelling by genocide survivors contribute to individual and community resilience and foster healing within society?” through the impactful event Narratives of Resilience: Teaching Stories Through Genocide Survivors. This event provided attendees with an opportunity to engage deeply with survivor narratives, amplifying their voices and raising awareness of lesser-known atrocities. It successfully bridged historical awareness with activism and inspired participants to take action to prevent these atrocities in the future.

Chapter members gained valuable skills through extensive research into genocide

and storytelling techniques. Weekly meetings allowed members to lead the analysis of research findings, formulate a strong research question, and create meaningful content. Members also facilitated the book club discussions, using guided questions they developed to enhance critical thinking and dialogue. Additionally, the team gained experience organizing and executing a largescale event and designing surveys to collect valuable data. These efforts culminated in composing an academic paper, demonstrating their growth as scholars and leaders. Reflecting on the experience, one chapter member shared, “This project gave me the confidence to lead discussions and work collaboratively to make a meaningful impact.”

Our round-table event had a capacity of 100 people, with 47 attendees, including a sister chapter, alumni associations, regional officers, college administrators, and community members. Marketing through social media, flyers, and campus outreach helped achieve this turnout. During a campus activity leading up to the event, surveys revealed that 92% of participants were unaware of the legal definition of genocide or that ten countries on the United Nations’ list had experienced genocide. This insight led us to refine our survey questions for the round-table discussion, enhancing our understanding of participant knowledge.

The surveys conducted during the main event revealed significant impact: 76% of attendees felt emotionally connected to the stories, 65% became more aware of lesserknown genocides, and 82% gained a deeper appreciation for the resilience of survivors and the healing power of storytelling. One participant shared, “Hearing these stories not only taught me about history but also inspired me to take action toward creating a more compassionate world.” This feedback highlighted the transformative emotional and intellectual impact of the event.

Qualitative outcomes were equally profound. Participants reflected on how survivor stories helped preserve history, foster empathy, and promote understanding. The event provided a safe space for dialogue, allowing attendees to emotionally connect with survivors’

experiences. Chapter members translated their research into action, organizing an event that raised awareness and created a lasting impression. This effort also resulted in the translation of a Holocaust survivor’s journal into English for future use in the college library, ensuring the stories’ preservation for future generations.

The project’s legacy extends beyond the event itself. Through their leadership, chapter members developed skills in research, event planning, and public engagement, while participants gained a deeper understanding of genocide and its prevention. The translated journal and testimony serve as enduring resources, inspiring continued advocacy and education. This project demonstrated the power of storytelling to build resilience, foster empathy, and unite communities for meaningful change.

RESOURCES

Field, S. (2006). “Beyond ‘healing’: Trauma, oral history, and regeneration.” Oral History, 34(1), 31–42. https://doi. org/10.2307/40179703

This article explores the role oral history plays in healing trauma, particularly in genocide survivors. Field argues that while oral history offers a sense of agency for survivors by allowing them to share their experiences, it is not a cure-all for trauma. The study emphasizes the importance of respecting survivors’ silences and the compl recounting traumatic events, as well as the need for careful, supportive approaches to oral storytelling.

Krauskopf, I. E., Bates, G. W., & Cook, R. (2023). “Children of Holocaust Survivors: The experience of engaging with a traumatic family history.” Genealogy, 7(1), Article 20. https://doi.org/10.3390/ genealogy7010020

This source highlights that while genocide survivors telling their stories reflects a mixture of vulnerability and resilience, they are also very hesitant to share them. This is because of the fear that traumatic event. However, by sharing stories, people can appreciate and see the resilience of survivors.

Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8(3),162–166. https://doi. org/10.1111/j.1467-9280.1997.tb00403.x

Pennebaker’s article discusses the psychological benefits of writing about traumatic emotional experiences. Research shows that expressive writing can reduce trauma-related distress and improve psychological well-being. This process helps individuals organize and make sense of their emotions, ultimately leading to better emotional regulation. his study is important for understanding the therapeutic potential of storytelling for survivors of genocide.

Raszelenberg, P. (1999). The Khmers Rouges and the final solution. History and Memory, 11(2), 62–93. https://doi. org/10.2979/his.1999.11.2.62

Raszelenberg’s article delves into the historiography of genocides, particularly comparing the Khmer Rouge atrocities to the Holocaust. The article emphasizes the difficulty of drawing comparisons between distinct genocides while respecting the uniqueness of each event. It also explores how trauma-related narrative techniques contribute to empathy and understanding, ultimately advocating for a nuance at balances respect for individual experiences with the broader historical context.

United Nations. (n.d.). Convention on the prevention and punishment of the crime of genocide. https://www.un.org/en/ genocide-prevention/definition

This document was adopted in 1948 as a response to the atrocities of World War II. It was the first human rights treaty adopted by the United Nations General Assembly.

Reshaping Cinderella to Reflect Current Gender Culture

Alpha Lambda Sigma Chapter

Holmes Community College, Ridgeland Campus

Ridgeland, Mississippi

THEME

Fables, Folklores, and Fairytales

ABSTRACT

Our chapter researched whether the reimagining of the classic Cinderella fairytale over time has reflected society’s changes in gender roles. We were motivated to pursue this study when we learned that out-of-date gender roles negatively affect girls and even some boys in our community, leading to increased occurrences of anorexia and body dysmorphia. Out of all the fairytales we examined, we chose to study Cinderella because of its universal popularity and because it famously reflects the gender roles of the 17th century. Research consisted of noting generational changes in the stories and movies and discussing critics’ analyses of why these changes are important. Our research revealed that the character representing Cinderella has become increasingly less passive and even very assertive in some versions. The male, originally strong and heroic, has sometimes willingly relinquished power and dominance. Our action was to write our own Cinderella story set in 2024, Mississippi. Our research on community demographics had prompted us to include both old and new gender roles. Writing the book required several collaborations with students and administrators. It produced an original tale, which has been used as a successful campus Readers’ Theatre and has the potential to elicit important discussions in college and community forums.

OBJECTIVES

We created the following timeline to meet our research objectives:

• Complete PTK’s Research Edge to learn more about doing scholarly research by June 2024.

• Create a timeline for our research portion of HIA by June 2024.

• Review the Honors Program Guide and determine which theme to pursue by July 2024.

• Work with the campus librarian to identify peer-reviewed sources on our theme by August 2024.

• Write a research question by September 2024.

• Agree on the chapter’s five most valuable sources and cite them in APA, 7th edition format by October 2024.

• Create and administer a survey about current Mississippi culture.

• Analyze survey results to establish the guidelines for a story in which the protagonist has the characteristics of a typical female college student in 2024.

Our action and collaboration objectives were to:

• Collaborate with the campus writing center to brainstorm ideas for creating a fairytale set in modern-day Mississippi.

• Write our own fairytale with the help of a creative writing student.

• Schedule a meeting with the writing center to edit our fairytale.

• Utilize AI to illustrate our book and have the book bound.

• Showcase our fairytale to our campus and community members in a campus Readers’ Theatre performance.

• Work with our campus librarian to ensure a copy of our book is available for checkout.

ACADEMIC INVESTIGATION

Our chapter began its Honors in Action investigation by completing PTK’s Research Edge, which strengthened our understanding of scholarly academic research and our recognition of credible sources. We studied themes from the Honors in Action Program Guide and discussed

which one had the most potential based on the chapter’s interest and credible sources available. After analyzing the merits of several themes, we chose Theme 8: Fables, Folklore, and Fairytales and created a research timeline for developing it. Then our librarian helped us find peer-reviewed academic sources on our theme. We narrowed our topic to gender roles in Cinderella. This tale appealed to us because it has had universal popularity and has been reimagined many times. In the original story, gender roles are clear: Cinderella is subservient and patient. The prince is dashing and brave. He pursues her, and she waits. We developed the research question, “Can you reshape Cinderella to reflect current gender culture?”

The next rendition of Cinderella, which we studied, was "Aschenputtel," a Brothers Grimm tale published shortly after Cinderella in the 19th century. Like Cinderella, Aschenputtel reflects societal expectations for women, emphasizing femininity, obedience, and patience. However, it places even more emphasis on these expectations. At this story’s end, the wicked stepsisters mutilate their feet attempting to fit into Aschenputtel’s shoe, which we saw as a symbol of society’s pressure on women to fit into 19thcentury beauty standards. It wasn’t until the mid20th century that major changes began to take place in gender roles. These new gender roles made their way into Disney’s animated Cinderella story, which exploded on the movie scene in 1950.

In the 1998 movie, Ever After, the Cinderella character Danielle, the Little Cinder Girl, is ridiculed by her stepmother and two stepsisters. Though this movie is rooted in the traditional Cinderella story, Danielle is a bold, determined young woman trying to save her deceased father’s farm and family home. In the process, she rescues a house servant and takes a political stand. She makes an impassioned plea to the jailor, who is taking the servant away. When the prince arrives on the scene, the movie’s most powerful moment takes place. The prince is intrigued by Danielle’s plea to release the servant and asks her to “enlighten me as to why I should intervene to save him.” In response, Danielle quotes from Sir Thomas More’s Utopia, “A country’s character is defined by its treatment of its least fortunate. For if you suffer your people to be ill-educated and their manners to be corrupted from their infancy,

and then punish them for those crimes to which their first education disposed them, what else is to be concluded from this but that you first make thieves and then punish them?” In her speech, Danielle demonstrates the education her father had instilled in her. She also demonstrates moral courage to challenge those in power, reflecting the film’s themes of equality, freedom, and compassion. Her bravery and action won the heart of the prince.

The 2021 movie Cinderella truly modernizes the fairytale. In the story, Ella rises from poverty to live with the prince in his castle, but he abdicates his position because neither the prince nor Ella wants power and fame; however, the prince’s sister does. She takes over for the prince, and it is clear she has what it takes to be a leader. Ella and the prince live happily together, but only because he doesn’t interfere with her taking on a career as a dressmaker.

CONCLUSIONS

From our research, our chapter concluded that gender roles in books and movies based on the Cinderella story did change in ways commensurate with the changes in society. Furthermore, we decided that the movie makers felt compelled to make the changes to attract new audiences. We concluded that most new viewers can’t stereotype, but they still love the ideal that love conquers all and people can still rise from rags to riches.

ACTION

Convinced that romantic stereotyping in the Cinderella story had changed dramatically over time, our chapter wanted to create an original version of the story set in 2024 Mississippi. To better understand today’s Mississippi culture, we surveyed our student body and recorded the student demographics and perspectives that the survey revealed. This information helped us decide what characteristics our modernday Cinderella would have. She became Cindy Ella, a career-driven college student who is experiencing her first true love. She is in distress, not because of wicked stepsisters, but because she is caught between two Mississippis. One encouraged her to be strong and independent, the other discouraged individualism and expected obedience to traditional ways of thinking.

With help from collaborators, including faculty, the campus writing center, and a creative writing student, we created an eight-chapter book entitled Cindy Ella: A Mississippi Cinderella Story We used AI to generate illustrations and the book cover. Cindy Ella is an independent modern woman. She pursues a boyfriend, Joshua, whom she knows will not be acceptable to her parents and some friends. She is expected to attend her sister’s wedding with Joshua. If she brings him, she will alienate her parents and possibly ruin the wedding. If she doesn’t, she will hurt Joshua and feel like a coward. There is no fairy godmother to erase the pain. In her future, will there be a handsome prince and a “happily ever after”? She thinks she has already found her prince. In every way, he is the modern man of her dreams: kind and considerate, loyal and protective. But there is an obstacle Cindy Ella is not sure their love can overcome. She is white, and he is black. (Figure 1)

Our fairytale was acted out as a Readers’ Theater using the book as an interactive play. Our audience included campus students, faculty, administrators, and members of the community.

Figure 1

Chapter members played various parts under a blue and silver balloon arch, which was meant to remind the audience of the 1950 Disney Cinderella movie. The stage was decorated with baby’s breath, Cindy Ella’s favorite flower. This idyllic setting contrasts with the trauma of the decision Cindy Ella must make. At the end of the presentation, though she was terribly conflicted, Cindy Ella chose Joshua over her parents’ wishes, brought him to the wedding, and continues to date him. (Figure 2) When the performance is over, the advisor explains that it was based on the chapter’s “modern-day” Mississippi fairytale book. She further explained that the book was the product of the chapter’s search to find a theme, pose a specific research question, and develop an action to answer it. Then she asked the audience to weigh in.

We asked them whether it was realistic that our modern-day Cinderella was assertive in romance and independent enough to break away from traditional cultural norms as well as traditional gender roles. Our book focuses on the possibilities of cultural change. The final words of our fairytale consider this possibility of change. It reads, “I knew that it should not have been so chilly for nothing. As he’s holding me, and I’m holding him, little flecks of what can only be snow begin dropping out of the Mississippi sky like little flowers. Cindy Ella says, ‘I can’t believe it. In this state.’ Joshua quips, ‘I told you not to be so pessimistic.’ Joshua pulls me into a slow dance. ‘If it can snow in the heat of Mississippi, then I wonder what else can happen.’ As it began to snow on Cindy Ella and Joshua, she said, ‘Snow is relevant to change. The

topic of it. That it hasn’t snowed in a while, in this state.

But it’s starting to snow now. Here, where many things don’t change, and where conformist cultures outlast people. They don’t always have to. There are notions of kindness, of compassion, of something like courage. I’d like to think I took a leap of courage, that I’m finally doing something absent of my parents, or of their umbrella of authority. That I love Joshua, and he loves me, and that’s all there is to it. As I’m twirled around, locks of tiny blonde strands covering the smile on my face, I look out and see the snow: the evidence of change.’”

Following our lively discussion and the reading of the book’s conclusion, the advisor recognized the authors of the book and the readers in the dramatic presentation. (Figure 3) She thanked everyone who helped, including the writing center personnel who edited the book. A copy was presented to the librarian, who agreed to make it available to checkout. The librarian recommended that a digital copy be posted to the library website making it available to all Holmes Community College students on and off campus, as well as members of the community.

IMPACT

We have learned the importance of working together to accomplish goals. We learned to be flexible with decisions regarding our action plans. There were many times when we were forced to backtrack and come up with a different course of action. For example, our chapter had to change its plans to work with a group of elementary students. They had planned to attend an afterschool program on our campus but were unable to come. We decided to collaborate with our

Figure 2

Figure 3

fellow college students, who proved not only to be cooperative but also enthusiastic. We had a rewarding experience with the administration of the survey. We learned that some of our fellow students have backgrounds very different from those of our officers, and that many have difficult life circumstances. This knowledge helped us appreciate our diversity and even celebrate it. This was a new perspective for our members, who now have more sympathy, tolerance, and respect for our classmates. Out of the 136 students polled from four different academic disciplines in our presurvey, we gathered important information that helped us create the parameters for our story. Our survey results following the Readers’ Theater showed that 91% agreed that our story reflected Mississippi culture today. Our fairytale is now available for over 3000 students annually in our campus library, and now scheduled for use in college classes, community book clubs, and civic organization discussion groups.

RESOURCES

Brock-Servais, R. (2023). Cinderella’s princely ever after: Post-feminist “Cinderella” adaptations for young audiences. Libri & Liberi, 12(2), 235-252. https://doi.org/10.21066/carcl. libri.12.2.1

This source delves into how the Cinderella story has adapted over time to incorporate current gender role stances. The author explains that Cinderella was often characterized as submissive, while modern Cinderella stories or movies portray Cinderella as smart, brave, and independent. e Cinderella stories, two of which are Disney’s 1950 Cinderella and Ever After

Erum, T. (2009). The history of gender ideology in Brothers Grimm’s fairytales. Pakistan Business Review, 11(2), 292–317. https:// www.academia.edu/8349624/The_history_ of_gender_ideology_in_brothers_grimms_ fairy_tales

This book shows that Grimm’s fairytale, Cinderella, is a valid, if exaggerated, reflection of early 19th-century culture. During this time, females were expected to be “… good girls, good wives, and good mothers.” It showed that passivity in females was not only taught but rewarded.

Herbozo, S., Tantleff-Dunn, S., Gokee-Larose, J., & Thompson, J. K. (2004). Beauty and thinness messages in children’s media: A content analysis. Eating Disorders, 12(1), 21–34. https://doi. org/10.1080/10640260490267742

This study analyzes children’s stories and movies to see which had more prevalent themes of thinness and beauty. It associates thinner characters with positive traits such as kindness and happiness, and obese characters with cruelty and unattractiveness. This false impression leads both boys and girls to become obsessed with thinness and “perfect bodies” from an early age. This source spearheaded conversations among our chapter members about beauty standards in our society. We came to realize that some children’s stories portray bad characters as ugly to scare children. This practice gives the dangerous impression that if you are ugly on the outside, you are ugly on the inside. In contrast, beautiful characters always triumph.

Westland, E. (1993). Cinderella in the classroom: Children’s responses to gender roles in fairytales. Gender & Education, 5(3), 237–249. https://doi. org/10.1080/0954025930050301

This study examines how children respond to traditional gender roles in fairytales and how these narratives influence their perceptions and preferences. It highlights the fact that boys prefer action-oriented male heroes, while girls favor female protagonists who embody traditional traits like beauty. Girls liked to read about and watch traditional female characters, but they don’t want to be them.

Xu, H., Zhang, Z., Wu, L., & Wang, C.J. (2019). The Cinderella complex: Word embeddings reveal gender stereotypes in movies and books. PLoS ONE, 14(11), 1–18. https://doi. org/10.1371/journal.pone.0225385

This source explores the “Cinderella Complex” in books and films. It reveals that female characters are often portrayed as incomplete without being in a romantic relationship with a man. Whereas male characters are linked to adventure, female characters are usually tied to romance. This source raises the question of whether the “Cinderella Complex” is healthy.

Midnight Tear: The Story of the Tulsa Race Massacre of 1921

Beta Lambda Delta Chapter

Jefferson State Community College, Shelby-Hoover Campus Birmingham, Alabama

THEME

Representation Through Stories

ABSTRACT

“Why haven’t I heard this story before?” This question echoed among Phi Theta Kappa members at our 2024 Alabama Regional Convention. Dr. Jeffrey Pouncey had spoken about his novel, Midnight Tear, which chronicled the 1921 Tulsa Race Massacre, a tragedy where the thriving “Black Wall Street” saw nearly 200 Black-owned businesses destroyed and 300 African Americans murdered. Dr. Pouncey’s novel and lecture sparked our determination to explore this topic further. We began an academic investigation, examining eyewitness accounts, newspaper reports, historical studies, and governmental panels while gathering contemporary perspectives through interviews with Tulsa experts.

Our research revealed a deliberate effort to suppress the story of the massacre, and we identified a need to share this important story with our community. We adapted Dr. Pouncey’s novel into a screenplay and created a 78-minute illustrated film. After a premiere at Jefferson State, we distributed the film to JSCC English and history classes and to dual enrollment students at area high schools. Assessment of our work showed a 94% increase in viewers' understanding of the massacre and a heightened commitment to advocating for racial justice.

OBJECTIVES

To prepare ourselves to conduct academic research, we set these initial research objectives:

• Requiring chapter officers to complete the Phi Theta Kappa Research Edge course.

• Conducting a college-wide survey to establish a baseline of what JSCC faculty/staff/students knew about the 1921 Tulsa Race Massacre.

• Workshopping with a professional historian to learn best practices for conducting historical research, including examining primary and secondary sources.

• Creating four research teams and tasking each team to investigate the massacre from a particular perspective, including:

• Eyewitness accounts.

• Academic studies.

• Governmental task forces.

• Contemporary viewpoints.

• Presenting our research at scholarly conferences to allow our work to enter an ongoingww academic conversation with fellow scholars.

• Investigating effective methods of storytelling.

As we moved toward our project’s action component, secondary research goals included:

• Studying best practices for adapting novels into screenplays.

• Learning how to secure copyrights for our work.

• Identifying constituencies with whom we could share our work and distribute our film.

Toward the action component of our project, we reviewed our research conclusions, distilling them into these

• There was a significant, deliberate effort to bury and erase the story of the Tulsa Race Massacre, a tragedy of profound historical importance.

• Because this story was suppressed, many—if not most—people have never studied the massacre.

• Telling the story of the massacre matters to:

• Honor and accurately acknowledge our history.

• Continue in the ongoing struggle for justice.

• Theater is an effective medium for teaching students about suppressed, buried events.

Based upon these research conclusions, we dedicated ourselves to telling the story of the Tulsa Race Massacre through the medium of drama/film. To define our project’s scope, we committed ourselves to these objectives:

• Telling the story of the Tulsa Race Massacre by adapting the novel Midnight Tear into a screenplay.

• Producing our screenplay as a film.

• Publishing our film, author interviews, and other educational materials on a website.

• Premiering our film at JSCC.

• Distributing our film to JSCC dual enrollment students.

• Sponsoring an essay contest for dual enrollment students.

• Strengthening our work through sharing it with fellow scholars.

• Reflecting upon and assessing our work.

Collaboration objectives included:

• Working closely with Dr. Pouncey to adapt his novel into a screenplay.

• Connecting with local theater companies to learn about technical aspects of playwriting, performance, and distribution.

• Applying for grant money to fund our work.

• Hiring a graphic artist to illustrate our film.

• Partnering with the Pioneer Players to perform as voice actors for our screenplay.

• Coordinating with our dual enrollment division to distrubute our film.

• Presenting our project at academic conferences.

ACADEMIC INVESTIGATION

To better understand our college community’s knowledge of the Tulsa Race Massacre, we conducted a survey, collecting 264 responses. Fortyseven percent of respondents had heard of the massacre, but only 6% reported studying it in school. These results persuaded us to choose this topic for further investigation, as we believed this significant story deserved to be told. We organized our research around this two-part question: Why was the story of the Tulsa Race Massacre suppressed from U.S. history curricula, and how could we best “unearth” it to bring the story to our college and community?

Our four research teams went to work, investigating the massacre from these vantage points:

• Eyewitness accounts. Sadly, this team had the fewest sources to review due to the deliberate suppression of witnesses’ stories. However, the primary sources the team uncovered served as invaluable “first-draft” historical accounts of the massacre.

• Academic studies. This team’s goal was to analyze 20 sources written by historians, focusing on scholarly books and articles. The team’s sources started with scholarly recovery work from the 1980s and continued to current academic studies of the massacre.

• Governmental tasks forces. This team looked at task force reports generated by the state of Oklahoma and the United States Congress to understand how elected officials responded as the massacre reemerged as a public

Producing MIDNIGHT TEAR (FIGURE 1)

MIDNIGHT TEAR THEATRICAL AND DIGITAL DEBUT (FIGURE 2) (FIGURE

concern. The team paid close attention to these reports’ debates on paying survivors reparations.

• Contemporary views. This team analyzed 20 books, articles, and interviews to explore present-day views about the massacre. The team’s work highlighted the massacre’s ongoing significance, bringing critical issues— such as racial reconciliation and memorial commemorations—to the forefront.

Each team worked independently, yet it was vital to synthesize their research. They did so at our chapter’s research symposium, where these research conclusions emerged:

• The story of the massacre was deliberately suppressed, and many white citizens of Tulsa denied or minimized the riot’s short- and long-term effects (Ellsworth, 1982).

• Rare eyewitness accounts of the massacre critically preserved historical facts and details. These accounts also served as powerful testimonies against efforts to suppress this story (Parrish, 1923).

• Media/news “objectivity” is often a myth. News articles can contain bias which may obscure, rewrite, or falsify the truth (Krehbiel, 2019).

• The story of the massacre is more than one of victimization. It is also a story of resilience (Luckerson, 2023.)

• Governmental commissions frequently privileged predetermined ideological responses over an impartial search for truth (Oklahoma Commission to Study the Tulsa Race Riot of 1921, 2001.)

• Telling the story of the massacre remains vital for current and future generations (Osborne, 2024).

CONCLUSIONS

As we moved towards action, secondary research on best practices for telling this story revealed:

• Each telling and retelling of a story shapes and changes the narrative (Wilson, 2022).

• Fiction can tell the truth in ways non-fiction often cannot (Pouncey, 2024).

• Drama is a pedagogically effective genre for storytelling (Smiley & Bert, 2005).

ACTION

To tell the story of the Tulsa Race Massacre, we adapted Dr. Pouncey’s novel as a copyrighted screenplay. Our script covered the story of the massacre in detail, including the:

• Inciting incident.

• Taboo nature of interracial relationships during the early twentieth century.

• Estimated number of victims murdered.

• Property damage inflicted.

• Riot’s aftermath.

• Resiliency of Greenwood District residents.

• Efforts to bury this story.

Working with the JSCC Pioneer Players, we produced our script as a 78-minute illustrated film (Figure 1). We then premiered our movie to a standing-room-only crowd of 70 viewers. In addition, we created a website, www.jeffersonstate. edu/midnight-tear, that contained:

• A YouTube link to our play.

• An interview with Dr. Pouncey.

• Educational links about the massacre (Figure 2).

Figure 1

Figure 2

• To ensure that all collaborators shared common objectives for our project, we sent out three reports:

An initial report at the beginning of our work. A progress report as we wrote our script, produced our film, and developed our website for distribution.

A final report highlighting our project’s strengths and how educators used it in their classrooms.

To distribute our film, we partnered with JSCC’s Dual Enrollment Division, which shared our work with high school students. We also sponsored an essay contest (with a $300 first prize) for these students, asking them to respond to one of these three questions:

• Why is it important to study the Tulsa Race Massacre today?

• Why was the story of the Tulsa Race Massacre covered up? What can we do to uncover it and other buried stories?

• Relate our play to a current social justice issue. What will you do to make the world a better place?

We could not have been successful without the following collaborative partners:

• Dr. Jeffrey Pouncey, author of Midnight Tear, allowed us to adapt his novel for performance.

• The JSCC Pioneer Players, who brought our script to life.

• Ms. Reese McGill, a chapter alumna, who illustrated our film (Figure 3.).

• JSCC’s Community Outreach Department, who helped us design our project’s website.

• The UWrite, PioneerCon, and Red Mountain Reading Series conferences, who invited us to present our work in academic settings.

• Dr. Dexter LeBlanc, who acted as a grades 9-12 educational consultant.

• Ms. Dana Porter of the Red Mountain Theatre Company, who served as a theatrical consultant for our work.

• The JSCC Black History Committee, who adopted our project for JSCC’s 2025 Black History Month presentation.

• The Mellon Foundation, who awarded us a grant that defrayed our film’s production costs.

Our collaborators provided us with invaluable feedback. For example, a challenge we faced was balancing the historical accuracy of our play— particularly the use of offensive racial language from 1921—with our goal of truthfully presenting this story to high school students. Our educational consultant helped develop a solution: we addressed the language issue directly but “bleeped” out the racial slurs. Because of this collaborator’s feedback, we stayed true to history while ensuring our play was suitable for multiple audiences, including younger viewers.

IMPACT

To measure our project’s quantitative impacts, we distributed pre- and post-viewing surveys to Midnight Tear audiences. Responses showed a 94% increase in viewers’ understanding of the massacre. In addition, our project’s scope was global, with our website reaching viewers in 15 countries. Finally, our film became integral to the curriculum for 4,839 JSCC dual enrollment students across 73 high schools.

For qualitative impacts, we examined entries to our essay contest, which revealed powerful shifts in high school students’ awareness of racial justice, personally and collectively. Excerpts included:

• “This massacre was rooted in a lie that snowballed into a killing spree. Let’s examine why people wanted to cover up such a heinous act.”

• “Reflecting on the massacre means confronting uncomfortable truths and acknowledging the resilience of communities shattered by loss.”

• “By learning from history and advocating for justice, we honor the victims of Greenwood and countless others worldwide.”

• Finally, Professor Scott Ellsworth, the Tulsa Race Massacre’s premier historian and author of the

Figure 3

first source we studied, stated he was “truly and deeply impressed” with our project. He confirmed that it made a significant contribution to telling this vitally important story.

When reflecting on our project’s impact, members recognized how our work transformed us into more engaged scholars and leaders. Though we were profoundly angered and saddened that the Tulsa Race Massacre was seldom taught in our schools, we found deep satisfaction in playing a role in changing that narrative. Our scholarly investigation, advocacy, and action introduced thousands to an often-overlooked history. By utilizing skills we developed throughout our project, including researching, writing, collaborating with others, and problem-solving, members grew more confident in their capabilities to be servant leaders aiming to create lasting change—locally and globally.

During our time of reflection, one member expressed concerns that our film was “too hard on white people.” This feedback sparked a difficult yet necessary conversation about confronting past racial injustices. We recognized that such discussions can be painful but agreed that stating the truth—no matter how difficult—was essential. The importance of sharing this story far outweighed any discomfort.

As Herman Melville said, “Truth uncompromisingly told will always have its jagged edges.” The story of the Tulsa Race Massacre is undeniably jagged—raw, painful, and brutal—but it must be told. Through this project, we challenged deepseated bigotry and promoted healing simply by telling the truth. We were honored to play a part in unearthing what has been buried for far too long, and we remain committed to building a more just world—one story at a time.

RESOURCES

Ellsworth, S. (1982). Death in a promised land: The Tulsa race riot of 1921. Louisiana State University Press.

Dr. Scott Ellsworth provided us with a historical view of the Tulsa Race Massacre. Ellsworth, Professor of Afro-American studies at the University of Michigan, oversaw the first significant academic study of this tumultuous event. Ellsworth conducted extensive interviews with survivors and uncovered crucial archival materials,

such as rare photographs of the aftermath of the riots. Ellsworth’s work highlighted the concerted effort to bury the story of the Tulsa Race Massacre and the essential role that historians played in excavating the story.

Krehbiel, R. (2019). Tulsa 1921: Reporting a massacre. University of Oklahoma Press.

For a journalistic perspective on the Massacre, we turned to Randy Krehbiel, a reporter for the TULSA WORLD. Krehbiel examined how the media covered the Tulsa massacre, both leading up to and following May 31-June 1, 1921. He highlighted how the media’s use of racially charged language depicted Dick Rowland, the young man accused of triggering the violence, as animalistic and predatory. Krehbiel also pointed out that in 1921, Tulsa newspapers excised their coverage of the massacre before archiving their issues. Krehbiel demonstrated how journalistic decisions can intentionally shape, manipulate, and even suppress a story.

Osborne, D. (2024, July 22). Zoom interview with Beta Lambda Delta Chapter.

To better understand ongoing debates regarding our topic, we talked to Dean Osborne, a Tulsa native who has reported for National Public Radio on the legal battles for reparations for Tulsa Race Massacre survivors. Mr. Osborne kindly agreed to an interview, where we discussed the enduring legal efforts to pursue justice and compensate massacre victims and their descendants through reparations. Mr. Osborne powerfully stated: “The past informs the present. We cannot move forward without acknowledging and understanding generational trauma and historical times.” Mr. Osborne underscored the urgent need to continue telling the story of the massacre.

Parrish, M.E.J. (2022). Events of the Tulsa disaster. Corner Office Books. (Original work published 1923)

Mary Parrish, a Tulsa journalist, provided rare eyewitness accounts of the massacre. In 1923, Ms. Parrish published a book featuring multiple firstperson testimonies from massacre victims. Her work also included photographs and documents detailing the immense property losses suffered by Greenwood District residents. Parrish’s book became an invaluable primary source, preserving the 1921 Tulsa tragedy through the voices of those who lived through it. Her efforts highlighted

the importance of safeguarding such stories before they can be erased.

Ballard, C., Blackburn, G., Burns, J., Clark,V., Deutschendorf, A., Gates, E.F., Lloyd, J., Milacek, R., White, Jr., J.L., Churchwell, T. D., Horner, M., Ross, D., Franklin, J. H., & Ellsworth, S. (2001).Tulsa race riot: A report by the Oklahoma commission to study the Tulsa race riot of 1921. Eds. Oklahoma Commission to Study the Tulsa Race Riot of 1921. https://www.okhistory.org/research/ forms/freport.pdf

This study provided a governmental perspective on the Tulsa Race Massacre, representing a significant effort to uncover the truth about what happened in late May and early June of 1921. The Commission utilized eyewitness testimony, governmental records, archival materials, and photographs to piece together the events of 1921. Notably, the report shifted from individual blame to broader accountability, addressing the negligence of both the city of Tulsa and the state of Oklahoma. This report reinforced our position that it is never too late to unearth a buried story.

Pathos in Politics: Human Connection and Civic Duty

Lambda Rho Chapter Kennedy-King College, Chicago Campus Chicago, Illinois

THEME

Why We Tell Stories

ABSTRACT

In a community that is largely Black and Latino, the Lambda Rho chapter sought to understand stories and their impact on students and community members. We examined this issue through a political lens, as 2024 was a year filled with nuanced conversations about current affairs and the impending presidential election. Initially, the chapter aimed to address the underrepresentation of positive stories within the Black community but shifted its focus to civic engagement due to the complexity of the initial problem. We investigated the Honors Study Topic, Pathos in Politics: Human Connection and Civic Duty, which we thought best suited Theme 1: Why We Tell Stories. Our chapter specifically focused on the overarching question of Theme 1: Why are stories essential to the human experience?

For our project, we engaged students and community members in civic activities, emphasizing the emotional appeal (pathos) of political campaigns and advocating for youth voice and civic engagement. Collaborating with various civic organizations and college departments, Lambda Rho organized events to promote voting and political participation. We sent out a survey before the election to better understand students’ needs regarding poll accessibility and collected data from our department of civic engagement to provide insights into student voting behavior. This revealed areas for improvement and strategies to enhance civic involvement on campus. We examined several sources regarding the effects of rallies and marches, the influence of presidential debates, and how narratives can impact discourse.

The chapter’s activities included public speaking at rallies, organizing a watch party for the presidential debate, participating in a women’s march to advocate for youth voting and reproductive rights, and hosting a virtual post-election watch party and discussion to maintain student engagement. Our project boosted civic participation and fostered a greater understanding of the importance of voting among students and community members through relatable conversations and inspirational stories. Participants became more engaged in political conversations and better understood why voting matters locally and nationally. Moreover, members built organizing skills and actively advocated for youthful voices in the political sphere.

OBJECTIVES

We created the following research objectives:

• Using the power of rallying and organizing marches, collect and examine examples of historical events that used the power of public speaking to create change in communities and global movements.

• Collect and compare preexisting data regarding the voting habits of students on various campuses of previous elections; organize them based on type of institution (community/junior colleges, private, and public institutions), area of study, and age range.

• To explore the nature of discourse within Black and brown communities and how it intersects with broader political dynamics; analyze how discussions and narratives within these communities can influence civic engagement, and advocacy, and identify key themes that shape political discourse and participation.

• Compare varying political views/stories and analyze how presidential debates motivate and discourage public political interest. Investigate the role the debates have in shaping , and highlighting candidates’ personal narratives to sway voter interest or lack thereof.

Action Component Objectives:

• Host a watch party focusing on the presidential election to provide accessibility to the live debate and to foster an environment where both students and community members can engage in productive political discussion.

• Advocate for youth voices in a community event by participating as a speaker or provide volunteer services for a cause centered around civic engagement and college students.

• Host a movie night that examines the different political views of voters and provides different perspectives of political events that have happened in the past.

Collaboration Component Objectives:

• Enlist the assistance of at least one professor in the social sciences department to cohost the debate watch party, as well as collaborate with local grassroots organizations to aid in voter registration.

• Collaborate with at least one grassroot organization hosting a demonstration and provide volunteer services in actively advocating for civic engagement in the community (via social media and public speaking).

• Develop a virtual movie night with at least one advisor to provide a safe space for students to gain a deeper understanding about the past elections and the perspectives of voters with different political beliefs. Additionally, host a discussion at the end to better grasp student engagement.

ACADEMIC INVESTIGATION

In June and July, the chapter met over Zoom to brainstorm community issues. Initially, they focused on untold stories within the Black community and the lack of positive representation. However, due to the vagueness of the problem, they shifted focus to the upcoming election, recognizing its impact on community standards and interactions. The main research question was: “How might students be affected by storytelling in political campaigns and its impact on their inspiration to vote?”

The Honors Study Topic investigation focused on:

• Storytelling in politics and its influence on voter interest.

• The role of discourse in politics and its effect on interactions between people with opposing political values.

• The importance of rhetoric and personal narrative in political campaigns.

The chapter reached out to the dean of student services for civic engagement events and attended an open mic to encourage voter registration and discussion. This revealed that some students felt their voices didn’t matter and were uneducated about candidates’ policies. The open mic event was hosted by the head of civic engagement, who provided statistics on previous elections. The chapter analyzed voter patterns and conducted a survey to understand student engagement. They concluded that accessibility was not the issue. Data and sources were stored in a shared document for the HIA Hallmark Award entry. Two members were assigned to research student voting habits, historical events using narrative in political campaigns, and the purpose of presidential debates. A survey was sent to 40 students, with nine responses, confirming that engagement issues were not due to accessibility. The chapter reconvened to review the gathered data.

CONCLUSIONS

The chapter was able to conclude from research that by giving students a platform to share their stories, we can foster a more engaged and politically active community. The works we collected underscores the role of educators and the campus environment in encouraging student participation in politics. Ultimately, empowering students to voice their perspectives can lead to meaningful political change and better representation.

ACTION

To understand low engagement, a survey asked students if they needed assistance getting to the polling place. Out of nine respondents, only two expressed interest, suggesting the issue might be a lack of enthusiasm regarding the candidates. This feedback highlighted a possible lack of understanding and enthusiasm as contributing factors to low civic engagement and voter turnout among students.

In August, the chapter met with advisors to receive feedback on initial ideas and began investigating campus events that addressed low student engagement. The chapter president partnered with the head of the social sciences department on an event focused on civic engagement. Feedback suggested focusing on tangible and relatable activities. The chapter

decided to advocate and create space for students to be involved in American politics. During planning meetings, the president engaged with various civic engagement organizations in Chicago. These meetings revealed a lack of interest in politics and the upcoming election among students and the community. To combat this, the chapter and several organizations sponsored several events to spark conversation and interest in politics.

The first action component the chapter completed was the debate watch party. Lambda Rho partnered with the departments of social sciences, student services, and civic engagement to create a watch party for the 2024 Electoral Candidate Debate. Students and community members registered to vote via tabling organizations like Neighbor Who Vote and the Muslim Civic Coalition. They viewed the debate in the school theater to maximize accessibility. (Figure 1) Participants engaged in discussions about topics addressed by the candidates and voiced their opinions on whether important policies were being addressed. This event aimed to help students and community members understand candidates and the importance of their votes.

The next action component was to advocate and volunteer with our local grassroots organizations. In October and November, the president reached out to attendees and partners of an open mic hosted by the head of civic engagement at the City Colleges of Chicago, Elvis Guzman. One partner, Litcy Kurisinkal, offered an opportunity for Lambda Rho to collaborate with other politicians

Figure 1

in Chicago to conduct a women’s march. (Figure 2) The march aimed to celebrate American women, advocate for youth voting, emphasize reproductive freedom, and combat racism. The chapter president was chosen as the youth representative of Phi Theta Kappa and Kennedy-King College. They shared their personal story to connect with youth attendees. (Figure 3) The projected number of attendees was 300, but social media efforts boosted turnout to over 500 people at Federal Plaza in downtown Chicago. Dr. Taci Armer Kurtzer spoke about abortion rights.

After the election, the chapter addressed our final action component by hosting a virtual watch party on December 14th to wind down from finals and encourage continued engagement. The chapter advisor sent an email to all Lambda Rho members with event details. Of the 338 recipients, only six attended. They watched the documentary “American Voices 2024” by FRONTLINE PBS, which explores voters’ hopes and fears from 2016-2024. After the film, attendees discussed its impact on their perspectives and ways to be more active in their community. The discussion led to planning future volunteer work and projects to inspire campus involvement, such as accountability partners, volunteering with grassroots programs, and more film and discussion events.

IMPACT

Quantitative Outcomes:

Low civic engagement among students stems from a lack of enthusiasm and disenchantment with politics, rather than accessibility issues.

Survey of 40 students:

• 33% did not believe voting mattered, while 67% did.

• Only two of nine respondents expressed interest in receiving assistance at polling places.

Political involvement:

• One student was “Somewhat Involved.”

• Three students were “Neutral”

• Two students were “Somewhat Not Involved.”

• Three students were “Extremely Not Involved.”

Political identification:

• Two students identified as “Democratic.”

• One student identified as “Republican.”

• One student identified as “Independent.”

• Five students abstained from identifying with any party.

Hosting a presidential debate, the watch party attracted 46 attendees, with four registering to vote.

The women’s march saw an actual attendance of 450-500 people, despite only 21 confirming

Figure 2

Figure 3

digitally.

Qualitative Outcomes:

• Post-film discussions inspired future volunteer work and projects to boost campus involvement.

• Gained an understanding of the importance of narrative and rhetoric in politics and their impact on our views of government.

• Collaborated with local grassroots organizations and college department leadership.

• Utilized our own voices to advocate and put research advice into practice.

• Fostered political intrigue on and off campus through active engagement and collaboration.

This exploration of Theme 1, “Why We Tell Stories,” led us to better understand ourselves and be more communal in our advocacy for representation in public policy. With this, we will take our knowledge and experiences to further our goal of implementing a more politically engaging environment on and off our campus through hosting events to provide a safe space for students to better represent themselves in our government.

RESOURCES

Chaffee, L. (1993). Dramaturgical politics: The culture and ritual of demonstrations in Argentina. Media, Culture & Society, 15(1), 113–135. https://doi. org/10.1177/016344393015001009.

Progress in civic engagement among students can be achieved by giving them a voice and a platform to share their stories. Chaffee examines the culture and ritual of demonstrations in Argentina through a dramaturgical lens, providing numerous examples of how demonstrations shape and influence public opinion. The journal highlights the role of civilian voices in changing politics and governmental processes. Although not focused on America, it offers a global perspective on how civilian voices can provoke political change and emphasizes that democracy is in the hands of the people. This source taught us how important demonstration and sharing our voices, our understanding of the global pursuit of advocating and practicing communal activism.

D’Wayne, Bell, Holbein, John B., Imlay, Samuel J. and Smith, Jonathan, (2024), Which colleges increase voting rates?, No 16813, IZA Discussion Papers, Institute of Labor Economics (IZA), https://EconPapers.repec. org/RePEc:iza:izadps:dp16813

Low civic engagement on college campuses can be attributed to issues such as accessibility, enthusiasm, post-COVID curriculum, and lack of support. D’Wayne et al. examine student voting habits by comparing voting rates at R1 universities, liberal arts colleges, and community/ junior colleges. While R1 universities and liberal arts colleges have higher voting rates than community/junior colleges, this difference is due to the role of the curriculum and the campus social environment regarding politics, rather than the type of institution. Students are more likely to engage in politics if they have not already voted or are not politically active through a curriculum and environment that fosters political intrigue. This study helped us understand why community colleges might rank lower regarding voting rates compared to R1 institutions. This provided evidence of why we should curate events or develop workshops in local and national government without feeling discouraged by a lack of knowledge.

Harbin, M. B. (2016). Stereotypes and stories: The effect of storytelling in the political arena (Doctoral dissertation), Vanderbilt University. https://ir.vanderbilt.edu/items/fc11f681-c26e43cf-9c88-53920544ccc4/full

This dissertation argues that stereotypeinconsistent political stories evoke empathy and deepen moral understanding. Harbin’s theory on political framing is the most comprehensive source, comparing political storytelling to thematic political frames and their impact on the public perception of political candidates. It examines both positive and negative reactions to political storytelling and its influence on attitudes and behaviors towards various candidates’ policies. Additionally, the dissertation explores journalism’s role in discourse, providing evidence that personal stories in politics bridge the gap between government and constituents. Due to this source, we discovered that language and rhetoric play a major role in public opinion regarding politics and

policy.

Moir, J. (2010). The language of political opinion: Discourse, rhetoric and voting behaviour. In Urzula Okulska & Piotr Cap (Eds.), Perspectives in Politics and Discourse. John Benjamins Publishing Co., 237-76.

Storytelling is a crucial aspect of politics due to its persuasive power over public opinion. Different genres of narratives have varying effects on opinions and can lead to different political realities. Moir emphasizes this by exploring both macro and micro perspectives while analyzing strategies that utilize storytelling to better understand political discourse. While Moir critiques the use of judgmental shortcuts regarding political knowledge and information, it is suggested that the language of political opinion is heavily influenced by narrative. Different types of rhetoric, including language from the state of mind and logical thought processing, are essential in constructing political opinion. Additionally, there is a cultural dualism that needs to be considered when understanding the role of stories in political discourse. What we learned from this source is that there is nuance regarding narrative in political campaigns. As there are many genres of storytelling, there are both positive and negative consequences depending on the narrative framework.

Powell, C. J. (2024). Voting is a habit that needs to start early: Educators are in a powerful position to encourage young people to vote -- a habit that once established, tends to persist for life. Journal of College Admission, 263, 14–15. https://www. nacacnet.org/resources/newsroom/journalof-college-admission/

One reason for low voting rates among college students is their disenchantment with politics and feeling that their voices do not matter. Powell highlights that educators should foster a social environment that encourages students to be active participants in their government. Engaged and educated students can advocate for themselves, leading to better representation. Youth votes challenge civic engagement norms and bring new perspectives to politics. This source taught us that educators have the potential to play a crucial role in establishing a politically productive environment. This has led us to continue to research ways we advocate for

curriculum centered around the political process.

Old Souls, Young Minds: The Benefits of Reading for Senior Citizens

Phi Pi Chapter

Lorain County Community College

Elyria, Ohio

THEME

Why We Tell Stories

ABSTRACT

Our Honors in Action project explored the transformative impact of reading stories on senior citizens, focusing on cognitive, emotional, and social well-being, aligning with Theme 1: Why We Tell Stories. Through extensive research, we examined how reading enhances mental resilience, emotional stability, and social connectedness in aging populations. Findings highlighted the need for accessible, inclusive, and community-driven reading initiatives that address barriers such as vision impairments and cultural disparities. Inspired by this research, we collaborated with Lorain County Community College’s (LCCC) Center for Lifelong Learning and a local senior living facility to create a sustainable book club tailored to the residents’ needs. Key actions included conducting a survey of residents’ reading preferences and accessibility requirements, using grant funds to purchase large-print books, and hosting the book club’s launch event featuring The Measure (2022) by Nikki Erlick. The initiative fostered meaningful discussions and connections, addressing social isolation while promoting intellectual engagement. The project’s impact was profound. It provided seniors with an enjoyable, accessible activity that enriched their daily lives, strengthened community bonds, and reinforced the therapeutic benefits of storytelling. Survey insights revealed overwhelming enthusiasm for future sessions, with The Midnight Library (2020) by Matt Haig selected as the next book. For chapter members, the initiative cultivated skills in project planning, research, and leadership, enhancing personal growth through service. This project underscores the enduring power of storytelling to enhance quality of life, bridge generational gaps, and foster inclusion. By prioritizing accessibility, inclusivity, and engagement, we created a model for a sustainable, transformative community program.

OBJECTIVES

Research Objectives:

• This research examined the transformative role of reading in senior citizens’ lives, focusing on its impact on cognitive, emotional, and social well-being. It explored how reading supports mental resilience, emotional stability, and social connectedness in aging populations, highlighting its role in maintaining brain health, providing emotional comfort, and fostering relationships.

• A key aspect was addressing challenges posed by physical limitations, such as vision impairments or mobility issues. The study investigated how assistive technologies and digital literacy programs can ensure reading remains accessible and inclusive for older adults, regardless of physical or technological barriers.

• The research also emphasized the importance of cultural and community contexts in reading initiatives, examining how tailored programs can address health disparities and foster inclusivity among diverse senior populations. By focusing on community-based interventions, it underscored the societal benefits of storytelling and reading.

• Additionally, the study explored the link between reading and life satisfaction, providing evidence that regular reading reduces depression symptoms, enhances emotional well-being, and fosters a sense of purpose in later life. These findings reinforced reading as a tool for mental health and quality of life.

• The study offered practical insights for designing reading programs and tools catering to seniors’ diverse needs. By emphasizing accessibility, inclusivity, and community engagement, the research design enriches lives, bridges generational gaps, and supports aging individuals in leading fulfilling lives.

Action Objectives:

Our Honors in Action Project aimed to enhance seniors’ quality of life by creating a book club tailored to their needs, inspired by research on the cognitive and social benefits of reading. Partnering with Jennifer Krupa from the Center for Lifelong Learning, who secured a grant for books, the team connected with a local senior living facility. A survey

of residents identified their reading preferences, leading to the selection of The Measure by Nikki Erlick in large print.

On December 4, 2024, the team launched the book club by reading and discussing the first chapters with residents, fostering engagement and conversation. Plans are in place to continue monthly gatherings, with The Midnight Library by Matt Haig as the January 2025 book club selection.

Collaboration Objectives:

• Collaborate with the Center and facility staff.

• Meet seniors’ needs by collaborating on a book club.

• Work with community members to create a meaningful and sustainable program.

ACADEMIC INVESTIGATION

Storytelling and reading are integral to human culture, enabling the sharing of experiences, fostering connections, and preserving legacies. For seniors, storytelling extends beyond cultural practice into a therapeutic activity with cognitive, emotional, and social benefits. Reading, a core mode of storytelling, helps seniors engage with the world, broaden perspectives, and maintain quality of life. This literature review explores the question, “How does reading enhance the lives of senior citizens, and what benefits come with these enhancements?” by analyzing research findings that demonstrate its role in promoting well-being among older adults.

Stories help humans make sense of experiences, connect with others, and pass on cultural knowledge. For seniors, storytelling allows reflection on life experiences, sharing wisdom, and preserving narratives. Castellon-Lopez et al. (2024) show how storytelling fosters community and addresses health-related disparities among older adults, strengthening bonds and inclusion within aging communities. Reading enhances cognitive function in seniors. Coors et al. (2024) describe how reading builds cognitive resilience, delaying conditions like dementia through the development of cognitive reserve. Yang (2023) similarly highlights how integrating reading with smart technologies promotes cognitive engagement and preserves mental agility. Emotionally, reading provides an outlet, helping seniors manage stress and find solace. Lin et al. (2022) link leisure reading to reduced depression and anxiety symptoms. Haigh et al. (2022) further observe that reading enhances

emotional comprehension, enabling seniors to process feelings through the semantic richness of texts.

Reading also fosters social engagement. McCosker et al. (2021) found that e-reading and online book clubs reduce social isolation among seniors. Castellon-Lopez et al. (2024) emphasize that storytelling and reading in community programs improve health equity and create supportive networks, connecting seniors with peers and communities.

Additionally, reading enhances seniors’ sense of purpose. Lin et al. (2022) found regular reading correlates with increased life satisfaction, driven by the accomplishment of completing books or exploring new ideas. Programs like those highlighted by Fernandes da Silva et al. (2021) ensure visually impaired seniors benefit from reading through adaptive aids, demonstrating its universal value. For seniors with physical limitations, technologies ensure accessibility. Fernandes da Silva et al. (2021) show how optical and electronic aids maintain engagement, while Yang (2023) highlights smart sensors that integrate reading with health monitoring, catering to diverse needs. Reading sharpens language skills, enabling seniors to retain semantic knowledge and communication abilities. Haigh et al. (2022) observed that reading preserves linguistic capacity, enhancing daily interactions and fostering autonomy.

The integration of reading into health systems has broader implications. Yang (2023) highlights how reading, combined with smart technologies, promotes physical and mental health awareness, encouraging active lifestyles. Programs incorporating reading into wellness initiatives help seniors maintain engagement and vitality. Storytelling and reading also address disparities and foster inclusivity among older populations. Castellon-Lopez et al. (2024) advocate for culturally tailored interventions to tackle health inequities in underserved communities, demonstrating the societal value in creating equitable environments. The reviewed studies affirm that reading enriches seniors’ lives across cognitive, emotional, social, and physical dimensions.

CONCLUSIONS

Reading delays cognitive decline, fosters emotional stability, strengthens social bonds, and enhances life satisfaction. Adaptive technologies and digital

platforms expand access, ensuring that seniors with limitations can benefit. However, disparities in resources highlight the need for inclusive policies to maximize reading’s potential for diverse populations.

Reading enhances quality of life for seniors by providing cognitive stimulation, emotional support, and social engagement. By engaging with stories, seniors stay intellectually active, emotionally stable, and socially connected. Accessible technologies and culturally inclusive programs amplify these benefits, ensuring reading remains a transformative practice. Future interventions should prioritize equity, accessibility, and adaptability, enabling all seniors to harness the power of stories to enrich their lives.

ACTION

The action component of this Honors in Action Project was inspired by research on how reading enhances senior citizens’ cognitive, emotional, and social well-being. The project aimed to create meaningful impact by translating research findings a service initiative designed to improve the quality of life for elderly residents in a local senior living facility. It involved several key steps and collaborations. The first step was identifying collaborators to effectively reach the senior community. The team partnered with LCCC’s Center for Lifelong Learning and its director, Jennifer Krupa, who had received a grant to purchase books for seniors. Jennifer’s expertise and resources helped align the project with older adults’ needs. She connected the team with a senior living facility housing both nursing home and assisted living residents. Many residents expressed interest in starting a book club, which became the project’s focus.

To tailor the book club to residents’ preferences, the team distributed paper surveys at the facility. These surveys gathered information on reading habits, preferred genres, and required accommodations, such as large print books or audiobooks. Survey results showed diverse reading preferences, with general fiction in large print being the most popular. This informed the selection of reading materials purchased with the grant.

The team chose The Measure by Nikki Erlick as the first book club selection, purchasing 40 large print copies for residents. The officers consulted

with our local librarian who suggested this book for a multi-generational book club read. Despite delays, the team visited the facility on December 4, 2024, to introduce the book, read the first two chapters aloud, and engage in discussions. This visit fostered cognitive and social engagement among residents while building connections with the team. To ensure sustained engagement, the team scheduled a follow-up visit for January 8, 2025, to discuss The Measure and introduce January’s selection, The Midnight Library by Matt Haig. This continuity ensures residents enjoy ongoing cognitive stimulation, meaningful discussions, and the emotional benefits of shared reading. Through collaboration with the Center for Lifelong Learning and the senior living facility, the project successfully translated research insights into action. These partnerships ensured the project’s success while fostering community and enrichment, making it both impactful and sustainable. (Figure 1)

IMPACT

Fifteen residents completed the initial survey, which revealed a demographic breakdown of 70% women and 30% men, with an average age of 74 years. The survey identified General Fiction, Romance, and Mystery as the most popular genres among participants. These preferences informed the selection of the first book, The Measure. The surveys provided valuable insights into residents’ reading habits and interests. Forty large-print copies of The Measure were distributed, laying the groundwork for ongoing book club meetings. Plans for sustaining monthly sessions are already in place, with The Midnight Library scheduled for discussion in January.

Residents expressed excitement and gratitude for the personalized reading program. Many highlighted their enjoyment of group discussions and the accessibility of large-print books. The book club created meaningful connections among and between residents and our chapter members, effectively reducing social isolation. During our final visit, we fostered discussion around four qualitative questions. Answers were framed around the following themes: mortality, intergenerational relationships, and various societal impacts. For our members, organizing the initiative offered opportunities to develop skills in project coordination, survey analysis, and communication. It also fostered empathy and leadership through direct engagement with seniors.

The book club addressed key challenges faced by seniors in assisted living, such as limited access to engaging and accessible reading materials and opportunities for social interaction. By providing a sustainable and enriching activity, the initiative promoted cognitive stimulation, emotional wellbeing, and social connection. This experience not only stimulated intellectual curiosity and encouraged social interaction among residents but also enhanced leadership, research, and collaboration skills for chapter members, fostering personal growth through meaningful community service.

Additional references not listed in our resources:

Cer nin, P. A., Lysack, C., & Lichtenberg, P. A. (2011). A comparison of self-rated and objectively measured successful aging constructs in an urban sample of African American older adults. Clinical

Figure 1

Gerontologist, 34(2), 89–102. https://doi.org/10. 1080/07317115.2011.539525

Haigh, P., Hanif, N., & de Bruin, A. (2022). Examining the influence of sentence context and task demands on sentence reading in younger and older adults. PLoS ONE, 17(12), e0279555. https://doi.org/10.1371/journal.pone.0279555

Yang, L. (2023). Data monitoring for a physical health system of elderly technology. Wireless Networks, 29, 3665–3678. https://doi. org/10.1007/s11276-023-03429-y

RESOURCES

Castellon-Lopez, Y., Carson, S. L., Ward, K. T., Ramirez, K. D., Vo, L. P., Kuo, T., ... & Brown, A. F. (2024). Understanding the implementation and sustainability needs of evidence-based programs for racial and ethnic minoritized older adults in under- resourced communities with limited aging services. BMC Health Services Research, 24, 466. https://doi.org/10.1186/ s12913- 024-10925-0

This source was pivotal in exploring how storytelling and community-based programs can address health disparities among underserved senior populations. It emphasized the role of culturally tailored interventions in enhancing the well-being of aging adults, particularly those in racial and ethnic minority groups. Storytelling can serve as a powerful tool for fostering inclusion and equity. The study reinforced the importance of designing p linguistic diversity when implementing reading or storytelling initiatives for seniors.

Coors, A., Lee, S., Gazes, Y., Gacheru, M., Habeck, C., & Stern, Y. (2024). Brain reserve affects the expression of cognitive reserve networks. Human Brain Mapping, 45(2), e26658. https:// doi.org/10.1002/hbm.26658

This study provided a scientific basis for understanding how reading and other cognitive activities bolster brain resilience against age-related decline. It highlighted the connection between reading and cognitive reserve, a key concept in aging research. Engaging in intellectually stimulating activities like reading can enhance brain reserve, delaying the cognitive impairments. This supports the argument that reading is an essential component of healthy aging.

Fernandes da Silva, N., Fernandes, L. C., & Kanadani, F. N. (2021). Vision rehabilitation in elderly patients aged 80 years or over:

Epidemiological profile and prescription of optical, nonoptical, and electronic devices. PanAmerican Journal of Ophthalmology, 3(1), 26. https://doi.org/10.4103/pajo.pajo_96_21

This research addressed the accessibility challenges faced by seniors with visual impairments, demonstrating the role of assistive technologies in enabling continued engagement with reading. Assistive devices such as magnifiers and electronic tools are critical for ensuring that seniors with disabilities ca al benefits of reading. The study underscored the need for inclusive reading solutions.

Lin, Y. K., Peters, K., & Chen, I. H. (2022). Television watching, reading, cognition, depression, and life satisfaction among middle-aged and older populations: A group-based trajectory modeling analysis of national data. Health & Social Care in the Community, 30(e5661–e5672). https://doi. org/10.1111/hsc.13993

This study explored the relationship between leisure activities, including reading, and overall well-being in older adults. It provided robust longitudinal data to assess reading’s impact on depression, cognition, and life satisfaction. Reading was found to be positively associated with higher life sat time, solidifying its role as a protective factor for mental health in aging populations.

McCosker, A., Critchley, C., Walshe, J., Tucker, J., & Suchowerska, R. (2021). Accounting for diversity in older adults’ digital inclusion and literacy: The impact of a national intervention. Ageing & Society, 43(2), 2629–2649. https://doi. org/10.1017/S0144686X21001550

This source examined digital literacy programs for seniors, particularly their role in promoting reading and reducing social isolation. It presented a practical perspective on the intersection of technology and aging. Digital literacy programs can empower seniors to engage with e-books and online reading communities, which in turn enhances their cognitive and social well-being. The study highlighted the potential of technology to expand access to reading for seniors. These sources collectively offered a multifaceted perspective on the benefits of reading for senior citizens, addressing themes of cognitive health, emotional resilience, accessibility, and community engagement. By providing a sustainable and enriching activity, the initiative promoted cognitive stimulation, emotional well-being, and social connection. The transformative potential of reading was illuminated as a cornerstone of healthy aging.

Inspiring Generations Through Stories

Alpha Iota Chi Chapter

Northeast State Community College

Blountville, Tennessee

THEME

Stories of Persistence, Resilience, Healing, and Sorrow

ABSTRACT

As life expectancy increases, unfamiliar problems among the elderly population emerge (Martins, 2019). Elderly people in long-term care facilities often face loneliness and social isolation in their everyday lives, which can lead to an increased risk of developing dementia, heart disease, and stroke (Kirk et al., 2023). While studying The Power of Stories, The Alpha Iota Chi (AIC) team focused on Theme 6: “Stories of Persistence, Resilience, Healing, and Sorrow.” We asked how intergenerational storytelling among long-term care residents can positively impact their loneliness, engagement, and sense of community connection. Research indicates that intergenerational storytelling can mitigate these effects (De Bellis et al., 2022). After searching for a suitable senior living facility partner, we identified The Blake Senior Living facility in Kingsport, Tennessee. Using studies from our research as models, we designed a semester-long intergenerational storytelling project, “Inspiring Generations,” in which older adult residents of The Blake served as our mentors for the fall semester. We established a weekly meeting structure and guided interview questions for interviewing mentors to elicit their stories of persistence, resilience, healing, and sorrow. This taught us to persist through life’s challenges while simultaneously inspiring connection, thus possibly mitigating their experience of loneliness. The Blake activities director matched us with mentors based on our career goals, personalities, and hobbies. Once matched, we recorded weekly interviews, transformed them into written stories, and archived both in Northeast State’s Tennessee history database, “Reclaiming the Past: The Truth about Tennessee.” The impact of our project was

undeniably positive and profound. We discovered the crucial role of human connection and creativity in a meaningful life. The mentors’ feedback was also overwhelmingly positive, with all mentors (100%) feeling valued, respected, and appreciated as a result of this experience.

OBJECTIVES

Our research objectives were to:

• Identify, read, and analyze at least thirty scholarly academic articles for their convergence around a theme of interest related to The Power of Stories.

• Develop a research question regarding the chosen theme.

• Reflect on the chosen theme and identify five sources that best address the research question and suggest necessary community action.

• Explore how intergenerational storytelling can be used as a physical and mental health intervention to promote social connection among the elderly.

Our action objectives were to:

• Use guided interview questions to inspire connection through storytelling during weekly interviews with senior citizen mentors.

• Record oral and written mentor life stories while receiving guidance and inspiration from their lived experiences.

• Assess our attitudes toward and expectations of the elderly pre and post project.

• Measure senior citizen mentor loneliness levels pre and post project.

• Edit and upload oral and written stories into the “Reclaiming the Past: The Truth about Tennessee” database collection.

Our collaboration objectives were to:

• Partner with a local long-term care facility to engage ten seniors as our senior citizen mentors over 8-10 weeks to create inspiring social connections between participants.

• Recruit a long-term care facility executive director and resident activities director as senior stakeholders in the project to determine appropriate resident participants and coordinate weekly interview sessions.

• Apply for a PTK Mellon Foundation grant to fund the purchase of lapel microphones to record participant interviews.

• Collaborate with the Wayne G. Basler Library dean to approve the inclusion of senior citizen stories in the “Reclaiming the Past: The Truth about Tennessee” historical database.

• Cooperate with al analysis of the project’s impact on our attitudes toward the elderly.

ACADEMIC INVESTIGATION

While contemplating The Power of Stories, Alpha Iota Chi (AIC) explored research related to stories of persistence, resilience, healing, and sorrow to understand how such stories might promote social engagement and inspire connection. Our exploration repeatedly revealed pervasive negative effects linked to social isolation and loneliness, especially post-pandemic. These effects spanned diverse groups, including adolescents, veterans, and senior citizens. According to the Tennessee Arts Commission (2024), Tennessee’s senior population is projected to double between 2010 and 2030, reaching 1.7 million seniors. Social isolation among seniors is a growing concern, with loneliness linked to serious health conditions like dementia, coronary artery disease, and stroke. Creative Aging Tennessee offers programs to promote health, wellness, and community engagement among older adults, with storytelling gaining attention as a potential solution.

We explored how intergenerational storytelling projects with long-term care residents can help reduce feelings of loneliness, increase participation in activities, and strengthen their sense of belonging. We concluded that storytelling, a uniquely human pursuit, allows elderly residents to reflect on their lives, connect with younger generations, and inspire them. We hypothesized that this interaction could reduce loneliness, improve social engagement, and enhance community connection. Studies show that intergenerational programs fostering exchanges between younger and older individuals can help reduce isolation among seniors (De Bellis et al., 2022; Martins et al., 2019). One study found that senior mentors in long-term care facilities paired with students experienced (1) improved engagement and mental health; (2) increased social connection; and (3) enhanced mutual understanding (Kirk et al., 2023). Similarly, Li et al. (2020) found that structured intergenerational storytelling enhances social bonds and emotional outcomes for both elderly participants and their younger counterparts. These activities help preserve personal histories and encourage cognitive and emotional engagement, alleviating loneliness. Intergenerational programs

foster connection and mutual learning, with the potential to challenge stereotypes and create common ground.

Despite the promising potential, challenges include the need for thoughtful planning and consideration of participants’ needs and preferences (De Bellis et al., 2022). Successful intergenerational activities require careful structuring to ensure desired outcomes. While many studies highlight positive effects, robust quantitative data confirming long-term benefits are lacking, with variability in program design, length, and structure noted (Martins et al., 2019). Further, consistency in interactions is crucial for fostering meaningful relationships. Coordination issues like communication barriers, physical limitations, and personality clashes can complicate implementation.

CONCLUSIONS

Loneliness among seniors in long-term care facilities is a growing problem. Research indicates well-planned, structured storytelling activities can

mitigate loneliness and enhance physical and mental health (Bethell et al., 2021). Our project required a plan ensuring consistent interaction and flexibility to account for personality and scheduling conflicts. Based on Kirk et al. (2023), we planned weekly visits over a semester to achieve goals like effectively matching mentors and mentees, relationship building, structured storytelling meetings, and post-project surveys. Intergenerational storytelling has significant potential to improve social engagement and reduce loneliness, fostering a more caring and connected society, and celebrating the passage of wisdom and experience from one generation to the next.

ACTION

After revisiting our research, we formed two committees: the Action Research Crew (ARC) and the Long-Term Care Crew (LTCC). The LTCC, an outreach team of five officers, established a timeline to contact local senior living facilities. They obtained contact information for activities directors and created a script for outreach calls to describe our intergenerational storytelling proposal. Simultaneously, the ARC researched formats for successful intergenerational storytelling programs. Kirk et al. (2023) modelled the semester-long weekly structure we used to build relationships and elicit stories of persistence, resilience, healing, and sorrow. We designed questions incorporating themes of loss, change, and motivation and used the UCLA Loneliness Scale (Hofmeister-Toth et al., 2021) to assess the mentors’ baseline loneliness level. We used the Fraboni Scale of Ageism (1990) to evaluate our attitudes toward the elderly before and after the project.

The LTCC contacted the activities director at The Blake at Kingsport, who was enthusiastic about our proposal and agreed to meet to discuss implementing a plan for an intergenerational storytelling program at The Blake. In collaboration with the activities director and the executive director, our project, “Inspiring Generations,” began during National Senior Citizen Week (the week of September 9, 2024). We held our first relationship-building meeting with the residents at an ice cream social after which we were matched with mentors based on our personalities and majors. (Figure 1)

We met with our assigned mentors weekly throughout the fall 2024 semester, focusing on questions to elicit discussions of resilience and

Figure 1

persistence. We asked about their lives, their families, their histories, their loves and losses, and their understanding of life’s purpose. Our mentors had faced unique challenges: an Indiana teacher shared her perspective on 1960s desegregation; a retired, bed-bound pilot shared his grief over recently losing his wife; and a former nurse shared her experience of losing mobility and adapting to a wheelchair. We recorded our interviews, transformed them into written stories, and preserved them in our library’s Tennessee history database. The Northeast State Community College community and future generations will have access to these stories for inspiration during challenging times. (Figure 2)

Initially, we thought we were providing a service by preserving our mentors’ stories. However, hearing our mentors’ pride in their lives, their recognition of the importance of love, and their strength to overcome sorrow inspired us. Our officer team discussed how aging without mobility is not what one might expect. Life can still be fulfilling, and disabilities do not define you. Discussing loss with mentors taught us that losing someone can provide new insights and open doors to unexpected friendships and relationships. Some officers, inspired by mentors who spoke with love and pride about their children, realized they could overcome their own generational challenges. This initiative helped us form new friendships that continue to grow. We realized that we could learn and form lasting friendships at any age.

IMPACT

Following a research timeline, AIC explored the rapid growth of the elderly population globally. We investigated stories of persistence, resilience, healing, and sorrow, highlighting loneliness and using intergenerational storytelling as an intervention. Using the Kirk et al. (2023) study as a model, we designed themed questions for ten 60-minute interviews with elders at The Blake Senior Living. We used the UCLA Loneliness Scale to establish our mentors’ baseline loneliness and the Fraboni Scale of Ageism to measure our own ageism. A $1,000 PTK Mellon grant funded lapel microphones to capture and preserve the stories shared.

To measure mentor outcomes, we distributed two questionnaires, one before and one after the project. Before the project, we used the UCLA Loneliness Scale to measure mentors’ loneliness. The scale ranges from 20 to 80, with 20-34

indicating low loneliness, 35-49 moderate, 5064 moderately high, and 65-80 high. Of the 11 mentors, ten completed the survey (91% response rate). Of these, 56% experienced moderate to elevated loneliness, 11% low to moderate, and 33% low levels.

At the project’s conclusion, we designed an instrument based on the UCLA Loneliness Scale to measure the project’s short-term impact. The original scale was lengthy and tiring for some participants, and we recognized the duration of our project might not result in a measurable decline in overall loneliness. Our survey revealed that 100% of mentors agreed that “knowing students will listen to my story helps keep my memories alive;” “participating in this project has made me feel valued;” and “interacting with student interviewers has made me feel respected and appreciated.” Additionally, 80% agreed that “sharing my story made me feel more connected to others;” “telling my story gave me a sense of belonging in the community;” and “I feel proud that my story will reach future generations.” The activities director also noted better involvement

Figure 2

among some who had previously opted out of her planned activities. To measure our attitudes toward the elderly, we completed the Fraboni Scale of Ageism before and after the project. This 30-question survey uses a 5-point Likert scale. Our Research, Analytics, and Planning staff analyzed the results which showed improved attitudes on all but one measure. Notably, we shifted from agreeing to disagreeing that “old people just live in the past” and that “old people are happiest with those their own age,” with significant real-world impact.

The activities director admired our genuine interest in the residents. She stated that several discussed their mentees throughout the week after interviews, wishing we could attend their enjoyable activities with them. The director indicated that she began to see residents as more fully human, with rich life stories and unmet needs for connection. One mentor, former pilot Joe, passed away toward the project’s end. The director stated the opportunity to reflect on his life was beneficial for him.

The long-term impact lies in creating an archive of 11 life stories in our Tennessee history database, “Reclaiming the Past: The Truth about Tennessee,” which will be available to future generations for inspiration. We preserved our elders’ stories to enhance our lives and those of future listeners and readers. In our written versions, we reflected on our mentors who were active, involved, and sharp. We discovered that they persisted through challenges with the help of human connection and creativity, confirming Herrman et al.’s (2024) notion that “mourning a loss followed by some form of healing helps individuals and communities become resilient” (p. 22). One mentor, struggling with Vietnam War trauma, wrote a book about the experience as part of his healing, and learned to make stained glass to share with other residents. Mentors also emphasized the significance of marital relationships and friendships. One mentor endured the loss of his wife, partly by mourning with his mentee. Another developed independence as a widow through service to bed-bound residents. During “Inspiring Generations,” we provided our mentors with opportunities to “continue discovering, telling, n et al., 2024, p. 22) and, in exchange, were inspired to discover the power of our own.

RESOURCES

Bethell, J., Aelick, K., Babineau, J., Bretzlaff, M., Edwards, C., Gibson, J., Hewitt, D., Iaboni, A., Lender, D., Schon, D., & McGilton, K. (2021). Social connection in long-term care homes: A scoping review of published research on the mental health impacts and potential strategies during COVID-19. Journal of the American Medical Directors Association, 22(2), 228-237.e25. https://doi. org/10.1016/j.jamda.2020.11.025

Bethell et al. linked social isolation to health declines in long-term care homes, measuring loneliness among using the UCLA Loneliness Scale, which we used to measure baseline loneliness among participants in our project.

De Bellis, A., Gregoric, C., & Grant, J. (2022). Intergenerational activities involving adolescents and residents of aged care facilities: A scoping review. Journal of Intergenerational Relationships, 21(3), 380401. https://doi.org/10.1080/15350770.202 2.2073311

Researchers found that successful intergenerational programs need thoughtful planning. Therefore, we scheduled weekly meetings for a semester with questions to elicit stories of persistence, resilience, healing, and sorrow.

Kirk, L., Eull, D., Flaten, C., & Paun, O. (2023). Combating social isolation in older adults: An intergenerational nursing communication project. Journal of Psychosocial Nursing and Mental Health Services, 61(10), 7-11. https:// doi.org/10.3928/02793695-20230915-02

Kirk et al. inspired our project. Their students contacted mentors bi-weekly for 15 weeks, while we met weekly for 10 weeks. Both projects improved students’ communication skills and attitudes toward the elderly.

Li, C., Hu, J., Hengeveld, B. & Hummels, C. (2020). Facilitating intergenerational storytelling for older adults in the nursing home: A case study. Journal of Ambient Intelligence and Smart Environments, 12(2) 153-177. https://content.iospress.com/ articles/journal-of-ambient-intelligence-andsmart-environments/ais200552

Researchers described the growing elderly population and their sense of loss in long-term care. They found children often did not listen to elders’ stories, so we recorded and archived our interviews with them and transformed the interviews into stories to supplement the recordings. These interviews will be available when family may want to listen in the future and read about their impact on us.

Martins, T., Midão, L., Martínez-Veiga, S., Dequech, L., Busse, M., Bertram, M., McDonald, G., Orte, M. & Costa, E. (2019). Intergenerational programs review: Study design and characteristics of intervention, outcomes, and effectiveness. Research. Journal of Intergenerational Relationships, 17(1), 93-109. https://doi.org/10.1080/1535 0770.2018.1500333

Researchers noted the lack of a firm framework and inconsistent tools in intergenerational programs. We ensured consistency by measuring our program’s success with the commonly used UCLA Loneliness Scale and Fraboni Ageism Scale.

Folklore Unique to Northeastern Texas

Alpha Mu Chi Chapter

Northeast Texas Community College

Mount Pleasant, Texas

THEME:

Fables, Folklore, and Fairytales

ABSTRACT

At the beginning of our Honors in Action journey, the impact of the cultural diversity among our members became apparent. When discussing Honors Themes to research, a lively discussion emerged around Theme 8. We were intrigued to learn that familiar stories like Little Red Riding Hood varied in different countries. With students from Mexico, France, Scotland, and other areas sharing their unique perspectives and takes, the question eventually emerged about the region in which our college was located. Were Texas folktales different from American tales? Were northeast Texas folktales different from those in the rest of Texas? Texas is a vast and diverse state, with piney woods and deserts, coasts, and mountains, so it would make sense that there would also be regional diversity in folktales. We read books on the topic, listened to a presentation related to the Texas Folklore Society, attended a conference on a local folklore topic (Bigfoot), and visited local museums. We researched global and regional folktales and noticed almost nothing had been written on northeast Texas folk tales. Because this area is proud of its heritage and deserves more opportunities to be showcased, we hosted a “Folktober” community celebration of some of the folktales unique to this region. Over four Mondays in October, college and community members watched native tribal dancers, heard from a local author, shared tales from the annual local Bigfoot Convention, and listened to local museum experts share unique stories about the area. Because no books explored Northeast Texas folktales, we

determined to collect additional tales and passed out QR codes on campus, in the community, and at local farmers’ markets. The collected stories reflected the geography of northeast Texas as wooded and lake-filled, with stories of monsters in both locations being prevalent, in contrast to tales from other areas of Texas. We also learned about the global universality of haunted places, a common theme across cultures and throughout the state, regardless of geography. The unique findings resulted in the college being awarded its first-ever state grant through the National Endowment of the Humanities.

OBJECTIVES

The chapter sought to bring a local perspective to the overarching question proposed for theme 8: “In what ways do messages shared through fables, folklore, and fairytales influence and reflect culture?”

The chapter set out to find, share, and analyze folktales and stories unique to northeast Texas. Our goals included 1) identifying and sharing some unique Northeast Texas stories through a Folk-tober community celebration, and 2) collecting additional stories and anecdotes from local people, and 3) analyzing the folktales collected to see what unique aspects they reflected about Northeast Texas.

Action objectives included celebrating a few representative local folktales in a community-wide Folk-tober celebration, strengthening the region’s sense of community and pride, and collecting as many other local folktales as possible. (Figure 1) We wanted to share what we learned through conducting research, attending a nearby Annual Bigfoot Conference, visiting a local museum, and talking to people on and off campus who lived in the area.

Phi Theta Kappa & Sigma Kappa Delta present

Tober Folk -

A SPECIAL SERIES WITH GUEST SPEAKERS AND STORIES OF EVENTS RELATED TO LOCAL FOLKLORE

MONDAY, OCT 7 • 12:30 • WHATLEY FOYER Choctaw Tribal Storytellers and Dancers

MONDAY, OCT 14 • 12:30 • HUM 101

M. J. Hayes, Author/Story Teller

MONDAY, OCT 21 • 12:30 • SUB

“Bigfoot Booth” (PTK will have a Bigfoot booth at the Club Fair, members will attend the Bigfoot Conference on October 19 in Jefferson)

MONDAY, OCT 28 • 12:30 • HUM 101

Ezekiel Airship and other Stories from the Northeast Texas Rural Heritage Museum in Pittsburg Speakers: LInda Alford and Chuck Johns

P I Z Z A & WAT E R W I L L B E S E RV E D! PIZZA & WATER WILL BE SERVED!

members on campus and local media outlets to ensure attendance at functions and to help with the collection of additional stories through a QR code. (Figure 2)

ACADEMIC INVESTIGATION

Our collaboration objectives included collaborating with local experts on and off campus to learn more about folktales and the stories unique to Northeast Texas. Collaboration goals included strengthening relationships with community leaders and establishing outlets to ultimately share our findings. Collaboration objectives also included working with campus media services and student services to publicize the Folk-tober events and provide pizza to encourage attendance at the lunchtime events. The Phi Theta Kappa chapter also collaborated with other student organizations and faculty

Research into the Honors Study Topic began with a trip to our college library and a meeting with our college’s reference librarian May 13. She knew we had settled on exploring Theme 8: Fables, Folklores, and Fairytales after exploring all eight themes on April 29 and May 6. Heather Shaw presented everyone with a copy of Jane Yellen’s book, used at Texas A&M University Texarkana for their upper-level courses on children’s literature. She also taught everyone how to use the college’s databases and search engines to find material that fit our selected theme. Everyone present found at

Figure 1

least one book or article to share in the chapter’s Blackboard organization shell. At the next weekly meeting, Shaw introduced the chapter to a beautiful 12-volume set, Lang’s Colourful Fairy Tales (2013). Everyone was delighted to see the colorful books, with fairy tales from around the world collected in volumes with names such as The Blue Fairy Tales and The Lilac Fairy Tales

Seeking clarification on the differences between fables, folktales, and fairytales, the chapter reached out to Athena Hayes, former social media director for the Texas Folklore Society. On June 24th she gave a presentation entitled “Once Upon a Cultural Diffusion: A Crash Course in Folklore/Fairy Tale Structure, Morphology, Cultural Evolution, and Purpose.” Discussions continued, including other chapters, and with new ideas generated, at breakout sessions and general meetings at the Texas Honors Institute held July 26-28. Relevant books, articles, documentaries, and other ideas were shared on Blackboard and at bi-weekly meetings on campus.

On August 12, our research question evolved from exploring the global diversity of folktales to asking, “Does Northeast Texas have unique folk tales?” We learned that no books were explicitly about the region where we lived, so we looked around to see what could be learned. We knew that an annual Bigfoot Conference was held nearby, so we applied for, and received, a grant to pay for members to attend the conference and learn more about one local folktale. We talked to nationally recognized folklore experts and other attendees at the conference. Other sources of local tales were found by contacting a local author, a local museum, and members of an indigenous tribe.

CONCLUSIONS

After reflecting on and discussing our readings and activities in several meetings, we concluded that Northeast Texas had unique folktales that reflected the region. As a result, we also began efforts to collect a wider variety of stories by sharing a QR code at our Folk-tober celebrations, on social media, and at local farmers’ markets. A critical analysis of the findings showed that Northeast Texas folklore reflected the region’s unique geography, with stories of wood and lake monsters not found elsewhere in Texas. We also found that haunted locations are common here and everywhere worldwide, as revealed in our earlier readings.

ACTION

Our chapter began researching Theme 8 after discussions revealed cultural diversity in folktale knowledge among the internationally diverse members of our chapter. The college reference librarian helped us conduct credible research and provided training in APA citation style. A September conversation with the president of the Texas Folklore Society impressed the chapter of greater interest in Northeast Texas folklore and the potential to share findings at their next statewide annual convention.

Our chapter applied for and won a grant from Phi Theta Kappa and the Mellon Foundation. The $1,000 award was used to fund a “Folk-tober” celebration (see attachment “Folk-tober poster”). Folk-tober events were held on four Monday lunch hours in October. We collaborated with the Sigma Kappa Delta English Honor

Figure 2

Society, as folklore is a form of literature. We also collaborated with student services as they provided pizza and bottled water at each Folktober event, encouraging attendance at the lunchtime functions.

“Folk-tober” was inspired by our research into how folktales reflect local culture. We identified four unique local stories to share in a communitywide celebration of pride in cultural heritage. The event began with a collaboration with the Choctaw Nation Cultural Center. Arrangements were made for seven tribal members to come to campus. On October 7, tribal members shared Indigenous folktales and stories through dancing and oral storytelling. On October 14, local bestselling author M. J. Hayes’ presentation, “Culture Clash on the Texas Frontier; the True Stories of Indian Captivity,” shared research that served as the basis for his novels Son of the Mountain and The Two Fathers of Walter Red Blanket. On Saturday, October 19, twelve members attended the 22nd Annual Bigfoot Conference, where they interviewed attendees and speakers. On Monday, October 21, the chapter showcased a “Bigfoot Booth” on campus, where they shared items and information from the conference. The event ended on October 28, collaborating with the Northeast Texas Ezekiel Airship and Rural Heritage Museum. A few members had toured the museum earlier. Arrangements were made for two museum board members to speak on campus on Oct 28. One of those museum board members was also a member of the college’s Board of Trustees. Several administrators, including the college president, attended the last event and some of the earlier. The individuals and groups with whom we collaborated for the “Folk-tober” celebration all reflected diverse aspects of our community and the folklore unique to this region.

At each “Folk-tober” event a flyer was available with a QR code for people to share additional tales they had heard (see attachment “Fables Folklore collection”). The flyer was also distributed at a local farmers’ market, at a local conference, and via email to students on campus. We collaborated with our local community to explore how folktales influenced and reflected the community with both unique and global themes.

Once we realized that no scholarly books or articles specifically dealt with the unique folktales and how they reflected Northeast Texas, we

decided to fill that gap and do more than provide a “Folk-tober celebration.” We applied for and won our college’s first-ever Humanities Texas grant. A state subsidiary of the National Endowment for the Humanities, the grant acknowledged that the “northeast corner of Texas is wetter and more wooded than the rest of the state. It is also more rural than most of Texas. It is also a distinct subset within East Texas. It is an area historically claimed by Miller County, Arkansas, and Spain/Mexico/Republic of Texas. Only when Texas became a state within the United States was the area “between the rivers” clearly defined. The region’s geography and history give it an independent pride and a unique culture, thus a unique collection of folktales.” The Humanities Texas grant is being used to create a brief documentary that will be shown at the upcoming annual Texas Folklore Society meeting.

IMPACT

Quantitative outcomes included 89 responses collected via QR code, beginning on Sept 9 and ending on December 11 (see attachment “Northeast Texas Regional Folktales collection”). The most common category was “haunted locations,” with “monsters in wood” and “monsters in lake” coming in second and third. We did not receive as many responses as desired, as we had hoped to break a hundred. However, many people commented that they didn’t know any local folktales or felt they had nothing to add.

Quantitative outcomes include over 300 participants throughout the Folk-tober events. The Choctaw presentation had 82 attendees, author M. J. Hayes had 32 attendees, Bigfoot Conference had 12 attendees, Bigfoot Booth had possibly 200 people walk by, and Northeast Texas Ezekial Airship and Rural Heritage Museum had 27 attendees. The college president and key administrators were among those present at events, which included a member of the College’s Board of Trustees.

The project’s impact includes a well-received celebration of unique cultural heritage and funding from a subsidiary of the National Endowment of the Humanities to create a brief mini-documentary showcasing the locations and stories of folktales unique to Northeast Texas. Based on agreements reached for that grant, an overlooked region in Texas will have its

stories shown at Northeast Texas Community College, Franklin County Historical Society, Franklin County Art Alliance, Mount Pleasant Public Library and Museum, Northeast Texas Rural Heritage Museum, and Rotary Club. The vodcast/mini-documentary will be ultimately streamed online. It will be placed on a continuous loop display at the Franklin County Art Alliance and on the Northeast Texas Community College (NTCC) campus. At NTCC, it will be displayed as part of the programming on a dedicated television in a student hangout location in the Humanities Building. Findings will also be presented at the next annual Texas Folklore Society meeting.

Members gained skills in research, writing APA 7th Edition citations, engaging with presenters (thank you bags, logistic arrangements), engaging with the public (serving pizza at each event, interviewing presenters and attendees at conferences), videography and photography (Folk- tober events and oral interviews will become part of the Humanities Texas grant project), as well as increased knowledge of the geography and history of the area in which they currently live. Members learned greater sensitivity and awareness of cultural differences, leading to greater self-reflection and folktales are powerful reflections and reminders of the beautiful diversity within society.

RESOURCES

Dobie, J. (2008). Legends of Texas (Texas Folklore Society). Kessinger Publishing.

Renowned historian and folklorist Dobie’s collection of stories and folklore captures the rich cultural heritage of Texas. The stories included in the book are a mix of fact and fiction, covering a wide range of topics, including cowboys, outlaws, Native Americans, and famous Texans. The book is divided into several sections, each focusing on a specific aspect of Texas history and culture.

Scholarly critics of the book note that “Texas is a huge state, and much of the research is concentrated to just a few areas. I would love to see a broader range in an updated book or more books in the different regions of Texas.” The book’s breadth and variety of stories (a mix of fact and fiction) and scholarly criticism (focus

on a few major geographic areas) influenced the chapter’s Honors in Action project.

Dundes, A. (2020). Meaning of folklore: The analytical essays of Alan Dundes. Utah State University Press.

Dundes virtually created the meaning of folklore as an American academic discipline. The selection surveys Dundes’s significant ideas and suggested ideas on how to interpret and analyze folktales.

Hayes, A. (2024, June 24). Once upon a cultural diffusion: A crash course in folklore/fairy tale structure, morphology, cultural evolution, and purpose [Presentation]. Northeast Texas Community College, Mount Pleasant, TX, United States.

The former social media director for the Texas Folklore Society, Athena Hayes provided scholarly definitions of “folklore,” “myth,” “fable,” and “fairy tale” informed by the studies of Valdimir Propp, J.R.R. Tolkien, Bruno Bettelheim, Joseph Campbell, and Claude Levi-Strauss. She provided an overview of morphology and the multiformity of myth and fairy tales, discussing the universality of various archetypes throughout human culture and history. Hayes provides comparisons between multiple versions of two fairy tales and fables as well as examples of common archetypes through ancient and modern times to demonstrate how they reveal specific cultures and values as well as the psychological universality of mankind.

Lang, A. and N., ed. (2013) The coloured fairy books. Folio Society Edition. (Original work published 1889 - 1913)

Andrew and Nora Lang’s groundbreaking work, collecting and translating fairy tales from around the world, revolutionized the public perception of fairy tales. All chapter members had access to the complete 12-volume set through a gift made to the college library. At two chapter meetings held in the library over the summer, chapter members shared information learned from reading stories from different regions and similar or different. The book helped drive home the concept of regional variations.

Yolen, J. (1986). Favorite folktales from around the world. Random House.

All chapter officers and active members received a copy of the book to read independently and refer to throughout the entire Honors in Action process. The copies came from Texas A&M University Texarkana, which is closely affiliated with NTC, the book is used in upper-level and graduate courses on children’s literature and became a reference point for the project.

Tau Gamma’s Super Stories Day!

Tau Gamma Chapter Northampton Community College Bethlehem, Pennsylvania

THEME:

Why We Tell Stories

ABSTRACT

Since the beginning of human history, various modes of storytelling have been used to inform, entertain, engage, educate, empathize with, and ultimately shape society and human behavior (Costello, 2019). This is but a glimpse into The Power of Stories that NCC’s Tau Gamma Chapter has researched that ultimately led to the declaration of the need for a community building event. Inspired by our research, Tau Gamma hosted an event in November where students and community members could get together and utilize the vast and numerous impacts of storytelling to socialize with one another and strengthen the bonds within the community. This event yielded over 19 participants who enjoyed partaking in seven different story-based activities, all of which contained a unique touch. These activities ranged from sharing personal stories to improvised presentations based on slideshows. The construction of this idea was born out of our research. Not only has storytelling been proven to facilitate the building of social skills (Thompson, 2023), but it also has the ability to help people understand and empathize with one another, thus bringing them closer together (Loh, 2023). Furthermore, storytelling has been proven to have mental health benefits such as increasing levels of oxytocin, the love hormone, in the human brain and body as well as decreasing levels of cortisol, the stress hormone (Brockington, G, et. al, 2021). The event was an overwhelming success with participant surveys reflecting a positive impact on the attendees. Th ultimately supports the research on how storytelling can improve mental and social health.

OBJECTIVES

Research Objectives:

Tau Gamma set out to determine how interactive group storytelling impacts one’s general wellness, both physically and behaviorally. We selected two modes of storytelling which were improv and audience (non-interactive) only. The first act as to determine any connection between group storytelling through improv, seeking evidence that group storytelling in the form of music has positive effects on one’s mood, memory, and sense of creativity. This theory is supported by Emma Thompson when she explains in her written work, “the power of storytelling lies in its ability to captivate young minds, stimulate creativity, and promote critical thinking” (December 2023). The second action was purposeful in determining how improv in group storytelling enhances the development of new socialization and emotional growth as supported by author Chee Loh. Loh concludes, “Stories have the power to move us emotionally, make us empathize with others, and inspire us to take action” (March 2023).

Action and Collaboration Objectives:

Tau Gamma set out to create an event that would bring the community together through the power of stories. The goal of this event was to show how various modes of storytelling could be used to improve both mental wellbeing as well as socialization within a group. We came up with the idea to hold an event that consisted of several different story-based activities that would each be supported by our research to improve socialization and/or mental health. While planning this event, it became clear that participation may be an issue. Considering this, we invited our sister chapter, Beta Beta Chi from the other NCC Campus to participate in our event to ensure an active environment during our event. Additionally, we invited the college’s counseling department to make an appearance and hand out pamphlets, thus spreading awareness to the mental health services that the college provides. Finally, we wanted to make sure we yielded as many participants as possible. As such, we reached out to as many clubs and professors as we

could think of to spread the word. We even had the school newspaper write an article about the event. Overall, our goal was spread awareness of how storytelling can benefit individuals in their everyday lives and to collaborate with as many people or organizations as necessary in order to spread that awareness even further.

ACADEMIC INVESTIGATION

For this year’s Honors in Action project, Tau Gamma sought to answer how storytelling can be used to aid in the socialization and psychological betterment of our community. In order to answer this question, we first conducted research using numerous scholarly sources such as The National Academy of Sciences, Gale Literature, journals from various universities, and many more. Through our research into these sources, we proposed that storytelling in and of itself is a method to bring people together and improve one’s mental health.

CONCLUSIONS

This notion of storytelling bringing people together can be exemplified by a study done on children in the intensive care unit (ICU) that quantitatively illustrates the effect storytelling has on the human psyche (Brockington, G, et. al, 2021). Furthermore, our research also suggests that when there are benefits to the human mind, such as an increase in oxytocin, it can be shown through increased socialization and empathy towards others (Zak, P.J., 2015). These sources solidify our hypothesis that storytelling can be used to better oneself as well as bring people together in a community. With this in mind, there is reason to suggest that various modes of storytelling can be used to reach our goal… So, that is exactly what we did.

ACTION

On November 8, 2024, the Tau Gamma chapter hosted an engagement event on Northampton Community College´s campus based on the seven group storytelling activities designed to foster and strengthen social bonds in the community. The event was run by five officers

of Tau Gamma, one member, and the vice president of our sister chapter, Beta Beta Chi. It was attended by 19 students and community members, who actively participated in all the activities arranged. The event´s highlight was PowerPoint Karaoke which emerged as the most popular among attendees. In this activity, participants were challenged to improvise presentations based on random slides, thus placing them in unexpected and humorous situations that demonstrated their creativity and adaptability. The participants coped with these challenges exceptionally, and the activity was concluded as the most enjoyable station. Additionally, to support our goal of building community and raising awareness about mental health, Tau Gamma invited representatives from NCC’s counseling services. They provided valuable resources on mental health education, which contributed to the overall impact of the event. Surveys conducted before and after the activities showed positive feedback about the event. Many participants mentioned their enjoyment of the activities, which was evident throughout the event as laughter and excitement filled the room.

IMPACT

The “Super Stories Day” event brought together more than a dozen NCC students and local community members, creating an atmosphere of joy and connection through a variety of storytelling-related activities. Most participants reported feeling happy and light-hearted after the event, emphasizing how much they enjoyed the activities. The storytelling activities, which included improv sessions, mini-story performances, and other interactive exercises, provided participants with opportunities to connect with one another while sharing stories. Feedback from the surveys indicated that these activities not only fostered new social bonds, but also enhanced participants’ sense of community. For example, the total survey scores, before and after the event, went from a 604 to a 653 across 19 participants: thus, increasing our average by over 8%. Observational data confirmed an atmosphere of enthusiasm and engagement, with attendees actively participating and leaving with a renewed sense of positivity. This event demonstrated the power of storytelling as a tool for improving well-being and strengthening social networks. By creating a shared experience that was both enjoyable and meaningful, “Super

Stories Day” succeeded in uplifting spirits and promoting a greater sense of connection among the NCC community. Lastly, the event created an opportunity for the chapter members that led each activity to step into hands-on responsibility that ultimately contributed to the outcome of this project.

RESOURCES

Brockington, G., Moreira, A. P. G., Buso, M. S., Silva, S. G. da, Altszyler, E., Fischer, R., & Moll, J. (2021). Storytelling increases oxytocin and positive emotions and decreases cortisol and pain in hospitalized children. Proceedings of the National Academy of Sciences, 118(22). https://doi. org/10.1073/pnas.2018409118.

This source details an experiment done on children in the ICU in hospitals. Two groups of children had their oxytocin, cortisol, and pain score levels measured both before and after a storyteller read them a story or told them a riddle. The results of the test showed that while both stories and riddles had positive effects on the children’s mental health, the storytelling group had nearly double the increase in oxytocin as well as a substantial decrease in cortisol levels and pain scores. Overall, this source provides not only research into the effects of storytelling on mental health, but also quantitative empirical data to support it.

Costello, R. (2019, November 1). The benefits of storytelling: Help kids develop social emotional learning. Yo Re Mi.https://www. yoremikids.com/news/storytelling-benefitschild-development.

This source outlines the sociological benefits of storytelling. The author describes storytelling as something that creates a sense of belonging, and connection, shown through both hypothetical and empirical logic as well as data.

LeBron, A. M., Schulz, A. J., Bernal, C., Gamboa, C., Wright, C., Sand, S., Valerio, M., & Caver, D. (2014). Storytelling in community intervention research: Lessons learned from the walk your heart to health intervention. Progress in Community Health Partnerships: Research, Education, and Action, 8(4), 477–485. https://doi. org/10.1353/cpr.2014.0066

The purpose of this study was to discern a community wide intervention method capable of reducing racial, ethnic, and socioeconomic inequities in physical and cardiovascular disease of the community’s residents. As a means to that end, health messages were conveyed through storytelling in a communitybased participatory research (CBPR) process that was incorporated into an existing community walking group. In addition to health messages, themes of social support and problem solving were included to enhance group solidarity and receptiveness to the health messages provided. Finally, these messages were incorporated into real stories derived from participant’s family members, community residents, and children’s literature and adapted to fit a given message as necessary. Stories were adjusted to optimize the relatability of the audience to the story being told (Lebron et al., 2014). Lebron noted, “Storytelling may be a promising and adaptable intervention strategy. As a common way of communicating, and a key form of cultural transmission.” (2, 5) Storytelling can communicate themes that situate participants as active agents embedded in, and responsive to, complex social and cultural contexts. In the context of health promotion interventions, stories can engage listeners and convey information in a readily accessible manner.

A valuable lesson learned was “…in some groups, discussions elicited strong emotions among group members as they considered the themes and their implications or applications in their own lives. In all these instances, the CHP’s skill in facilitating discussions and supporting participants was critical to the success of the activities and support of group members” (7).

Loh, C. (2023, March 19). The power of storytelling: Why stories matter and how to craft compelling narratives. Medium https://cheeloh.medium.com/the-powerof-storytelling-why-stories-matter-andhow-to-craft-compelling-narrativesf4851d01ccc4#:~:text=Stories%20 have%20the%20power%20to%20 move%20us%20emotionally%2C,a%20 source%20of%20e ntertainment%20

and%20escape%20from%20reality. This article delves into how storytelling allows us to connect and inspires people to take action. New styles of storytelling can take place in the form of documentaries, books, and movies to educate and inform, concludes that storytelling can help people connect with audiences and leave lasting impacts.

Zhaoyang, R., Scott, S. B., Martire, L. M., & Sliwinski, M. J. (2021). Daily social interactions related to daily performance on mobile cognitive tests among older adults. PLOS ONE, 16(8). https://doi.org/10.1371/ journal.pone.0256583

This article explains how essential socializing is for people’s mental health and well-being. According to research, the risk of Alzheimer’s disease and dementia can be lowered by socialization, and cognitive function later in life can be improved by social interactions. We can assume that socialization includes s rt our narrative that storytelling influences a person’s physical and psychological health.

Preserving the Story of the Onondaga Nation at Onondaga Community College

Alpha Sigma Zeta Chapter

Onondaga Community College

Syracuse, New York

THEME

Preserving Stories

ABSTRACT

By reading 45 research articles, meeting with Chief Edwards, and visiting The Skä•noñh Center, our chapter worked to understand the power that stories hold within Native communities. We discovered the instrumental role the Onondaga Nation played in the founding of our college; a story that has not been preserved. Because these stories are not ours to tell, we worked with our Native partners during every step to preserve the story. Our action included an educational webpage, Native art installations, and administering a survey to explore interest in revising our school’s branding. Our goal was to educate students, staff, and community members to preserve the stories of the people whose land our campus is built upon.

OBJECTIVES

We met in May and decided to meet biweekly over the summer to con an action plan. At the first meeting, we reviewed the Honors Program Guide and set objectives:

• Complete Research Edge.

• Set-up a Google Drive to organize our research.

• Select an Honors Study Topic theme.

• Develop research questions.

• Review 40+ academic sources and select five significant ones.

• Find local experts.

Next, team members completed Research Edge and advocated for a theme and possible research questions. The conversation quickly shifted to our college’s connection to Native peoples and stories. We initially selected Theme 3, focusing on storytelling in Native communities. We realized how little we knew about Native stories, especially those of the Onondaga, the people for whom our college is named. We recognized that their stories were not being told on campus, so we shifted toward the theme of preserving stories.

Our research led us to create a project to preserve and share the story of the Onondaga Nation at OCC and educate current and future students about the people upon whose land our campus stands.

Action and collaboration objectives:

• Collaborate with the Skä•noñh Center to create an educational website for students, staff, and faculty to learn about the Onondaga story.

• Native and Indigenous Art Across CampusWork with college and community partners to install Native art accompanied by plaques linking observers to the educational website to better understand the stories of the Onondaga people.

• Preserve the Onondaga story in college branding - Educate the campus about the original logo’s symbolism and explore preserving it, including renaming the college sports teams.

• Educational event to orally share the story of our research and action.

ACADEMIC INVESTIGATION

Our research started with these questions:

• How are Native stories told?

• How are Native stories preserved?

• What factors impact how and if stories are preserved?

We examined 45 scholarly sources, interviewed Chief Edwards of the Onondaga Nation, and visited the Skä•noñh Center- a local Haudenosaunee cultural center. During our threemonth investigation, we learned that this topic is sensitive. These stories are not ours to tell.

We began globally, researching the importance of oral traditions, differences between Native and Western storytelling, and how stories are preserved through artifacts. The research emphasized the importance of working together with Native communities and respecting their rights to share or withhold their stories.

To focus locally, we visited the Skä•noñh Center. Our guide shared the stories, history, and traditions of the Onondaga, including the Thanksgiving Address, Creation Story, and Great Law of Peace. The trip opened our eyes. No one on our team even knew what “Onondaga” meant before our visit. We realized that, like us, most people on our campus know very little about the Onondaga stories.

We then met with Chief Edwards and expressed our genuine interest in learning and collaborating in the most respectful way. He emphasized the careful protocol required to share stories and the importance of oral traditions, saying, “There is no breath in paper.” He shared the history of OCC and explained that the college was built on the original site of the first Tadodaho’s home, a key figure in Onondaga history. He also explained that the Onondaga are known as the central firekeepers of the Haudenosaunee. He encouraged us to learn more about our college’s history.

CONCLUSIONS

With the help of our librarians, we explored the college archives and researched the history of our campus and logo. We found the prior college logo included a fire torch, representing the Onondaga people as firekeepers. The torch, representing the Onondaga people as firekeepers. The torch has since been removed. Ultimately, we found the history of the Onondaga has not been well preserved at our college.

Figure 1

ACTION

Presentation to Administration:

Our team created a slideshow to present our proposal to the college president and two vice presidents. We explained the HIA process, shared our research, and outlined our goal to honor and preserve the Onondaga Nation’s story on campus. The administrators were impressed with our initiatives, particularly our partnership with Skä•noñh. They offered suggestions to collaborate with the Native Student Club, Facilities, and the OCC webmaster. (Figure 1)

To move to action, we formed three committees: Webpage, Art/Visual Representation, and Branding.

Webpage:

This committee collaborated with Skä•noñh to create an educational webpage on our college’s website to preserve the story of the Onondaga Nation. Since this story is not ours to tell, it was essential to work closely with our Native partners to gather information and secure approval. Our research revealed the importance of oral storytelling. Chief Edwards emphasized, “There’s no breath in paper.” With this in mind, we worked with Skä•noñh to gather important oral stories that are publicly available to share on our site. We learned that not all stories are meant to be shared outside the Nation. The committee created a mock-up and worked with the OCC webmaster to create the final page. After review and approval from Skä•noñh, the page was made live. (Figure 2)

Art/Visual Representation:

This committee developed a plan to showcase Native art across campus. We initially partnered with Sue Parsons (Native Student Club Advisor/ Onondaga - Beaver Clan), to organize a contest for local artists to create an original piece for campus. Two weeks later, Sue informed us she was leaving

OCC. Before departing, she helped revise our plan, recommending local Onondaga artists and suggesting the Everson Museum as a potential resource.

We contacted the Everson Museum and learned about Onondaga artist Frank Buffalo Hyde who had recently exhibited there. We hoped to commission a piece from him, but his artwork exceeded the funds we received from our HIA grant. The Everson has a record of permanently loaning artwork to community organizations, so we started a conversation to bring a Hyde piece from their collection to campus. They asked us to identify potential locations on campus that were secure, highly visible, and temperature-controlled. We photographed five locations and presented a rationale for each to the Everson staff. However, getting the necessary permissions would take longer than our timeline allowed, so we had to look for other options to acquire art.

We learned about OCC’s Arts Across Campus Committee (AAC) which is dedicated to enhancing artistic appreciation and broadening worldviews through engagement with the arts. While AAC typically focuses on music, we submitted a proposal seeking support for our project. The proposal highlighted our research, objectives, and goal to preserve the story of the Onondaga Nation on campus. We identified a piece by Frank Buffalo Hyde and requested funding to purchase it. The committee enthusiastically approved our request, and suggested we increase our requested funds to cover framing and a reception to share our project.

We also collaborated with the Native Student Club to identify Native student artists and used the HIA grant to commission Kocechvmpv (Koce) Emarthle to create two original pieces. The first piece, The Fancy Dance, captures the movement and beauty of the Fancy Dance, a fast and energetic dance seen across Native communities and gatherings. The second piece, Stoic Indian, depicts an elder gazing directly at the viewer, symbolizing wisdom, guidance, and living a good life. We also purchased art from Onondaga artists, Brandon Lazore and Peter Jones. Kimberly Fuqua, the new Native Student Club advisor, created a beaded piece, representing how OCC could restore the fire in our logo.

We worked with the administration to identify locations for the art on campus. Each piece is Figure 2

accompanied by an informational plaque to educate viewers about the artists and direct them to our educational webpage.

Branding:

We worked with the campus archivist to understand OCC’s history and its connection to the Onondaga Nation. It became clear that our current logo does not reflect this story. We met with Marketing to discuss the possibility of changing our branding to better honor the school’s history. They provided information about the factors that influence branding decisions but were open to us exploring interest in a change. Currently, the college’s logo is simply an “O,” and the fire symbol has been removed. Our athletic team is named the Lazers [sic].

We created a survey to assess stakeholders’ connections to the current branding. The survey included information on the significance of the land our college is built on to provide context for the proposed change.

Presentation to Campus/Community:

We partnered with the Native Student Club to host an event introducing the newly opened Native Student Center and to present our project. Key partners, including Skä•noñh staff, members of the Onondaga Nation, students, and administrators attended. The Native Student Club shared the significance of the Center, and Koce shared the stories behind his artwork. We worked with an Onondaga caterer who provided traditional refreshments. She spoke in her Native language, as well as English, to introduce the stories behind what she was serving. (Figure 3)

IMPACT

Our survey, webpage, art installations, and event contributed to heightening the understanding of Onondaga stories and their connections with OCC.

Quantitative Impact:

• 12 members worked with 17 campus and community partners to preserve the Onondaga Nation’s story at OCC.

• The webpage has received 149 views. It includes 8 oral storytelling videos and numerous Native resources.

• We acquired 9 pieces of art, installed across 5 buildings.

• We advertised our survey in 50 classes, 7 buildings, and via email.

• 231 responses (132 students, 38 employees, 16 alumni, 15 community members/other)

• When asked about feeling connected to “Onondaga Lazers,” 27% felt connected, 37% felt disconnected, and 36% felt indifferent.

• Support for rebranding was strong: 78% in favor of an Onondaga Nation-inspired brand.

• 81 respondents suggested a change from “Lazers” to “Flames.”

• 51 people, including 8 partners and two administrators, attended our event.

Qualitative Impact:

Our survey included open-ended questions on rebranding. Respondents expressed apprehension about our identity as “Lazers” and how having a misspelled name is inappropriate for a college. Others reported concern about possibly misrepresenting the Onondaga Nation with a branding change. Many stressed the importance of partnering with the Nation to avoid cultural appropriation.

While the administration was impressed by and supported our work, they voiced concerns about the financial implications of rebranding. Meaningful change shouldn’t be avoided simply because it’s difficult. Our survey showed that most respondents were in favor of a branding change. One respondent said, “I am all for the change as it is supporting and honoring the ancestors and living generations of this land.” The survey also sparked some discomfort. A quarter of respondents felt a name change was unnecessary. One asked, “Why change something that isn’t broken?”

Figure 3

At our event, attendees praised our thoughtful approach and commitment to involving our Native partners at every stage. They were particularly moved by the work of Koce, and several attendees asked for his contact information to commission art.

This project had both short-term and long-term impacts. The Native story behind our college will continue to be told and preserved through the art installations and webpage, even if the branding remains the same. Sharing our survey results with our administration allowed us to show that many are in favor of preserving the Onondaga Nation’s story in our branding. We hope the survey results will compel the college to someday make a change. The stories of marginalized communities need to be preserved. Native stories have been erased across the country and the world, and we hope to change that on our campus.

Despite facing multiple dead ends, we were committed to finding the right information and partners, which ultimately led to stronger actions and more authentic outcomes. We learned to be curious and go beyond face value. One member of our team realized she knew nothing about the Native tribe her elementary school was named after, while another reflected on the person behind their high school’s name. This project reinforced our need to continue learning about the stories of the people and places we encounter every day and doing our part to preserve those stories.

An unexpected outcome was our administration’s reinvigorated effort to finalize the land acknowledgment between OCC and the Onondaga Nation, which has been in progress for years. The land acknowledgment has the potential to raise awareness and understanding for every person who comes to our campus. Many community organizations utilize our facilities to host programs, and it excites us to think that our project helped move this process along toward preserving and acknowledging the Onondaga story at OCC.

This project showed us how collaboration strengthens research and broadens understanding. We learned to support - not speak for - others to build genuine relationships between communities. Chief Edwards’s words will remain a guiding principle throughout our lives. We must learn to be silent and listen fully. We will listen first, so we can

ask the right questions. By embracing discomfort and keeping our minds and ears open, we can gain a deeper appreciation for other cultures, traditions, and stories.

RESOURCES

Bomberry, M. (2013). Negotiating two worlds: Learning through the stories of Haudenosaunee youth and adults. Canadian Journal of Education, 36(2), 248–283.

This article discusses how colonization erased Native history and oral stories. The authors share how the lack of education around Native cultures has led to stereotypes negatively impacting Haudenosaunee youth. We learned how education and awareness can reduce stereotypes.

First Nations Development Institute. (n.d.). Research findings: Compilation of all research from the Reclaiming native truth project. https://www.firstnations.org/publications/ compilation-of-all-research-from-thereclaiming-native-truth-project/

This report outlines the major findings from “Reclaiming Native Truth,” an ongoing action-research project aiming to increase Native representation and reduce negative stereotypes. This report showed us the power that storytelling holds to educate and change minds. Representation matters.

Friskie, S. M. (2020). The healing power of storytelling: Finding identity through narrative. The Arbutus Review, 11(1), 19–2. https://doi. org/10.18357/tar111202019324

The author highlights the role oral storytelling, the primary method for sharing knowledge, has played in preserving Native culture for thousands of years. We learned that oral storytelling belonging, which we hope to achieve on our campus through sharing approved oral stories.

Iseke, J., & Moore, S. (2011). Community-based Indigenous digital storytelling with elders and youth: Indigenous performances upsetting the terrains of settler colonialism. American Indian Culture and Research Journal, 35(4), 19–38. https://doi.org/10.17953/ aicr.35.4.4588445552858866

The author describes the experiences of Indigenous people and how their stories can be shared through different media to access a wider audience while maintaining control over how their stories are shared. This article inspired us to partner with the Skä•noñh Center to share approved stories as videos and reach more people through art.

Young, J. A. (2023). “You’re one to talk”: The importance of Indigenous languages within stories, songs, and education. Canadian Music Educator, 64(2), 44–xx.

The article highlights the importance of storytelling in Native culture and methods used to protect stories. Not all stories are meant for everyone, and there are complex rules around Native language and preservation. We were inspired to collaborate with Onondaga partners to obtain approval for our action, ensuring we shared these stories responsibly.

Hub City Hives, Honeyed Snow Bees, and California Dreams of Pollination: A Mississippi Crossroads Tale for Bees and Bee Advocates

Beta Tau Gamma Chapter

Pearl River Community College, Forrest County Campus

Hattiesburg, Mississippi

THEME

Ways Stories Are Told

ABSTRACT

Beta Tau Gamma Chapter explored Theme 3: “The Ways Stories are Told,” all set to “build dynasties of meaning,” to borrow a phrase from Yale Professor Amy Chua’s article, “Political Tribes.” We focused on the intersection of food and storytelling to understand how food narrates communal identity. Informed by Hattiesburg’s many local dining options and an ever-expanding, awardwinning reputation as a tourist destination, our inquiry sought a deeper understanding of our community. An initial research proposal received a thousand-dollar Mellon Foundation grant, encouraging our flight for knowledge.

Influenced by academic articles like “Local Food: A Source for Destination Attraction” and conversations with “Visit Hattiesburg,” an organization leading community tourism efforts, we explored local foodways. Narratives associated with local food production revealed our community’s compelling bee story. Most telling for our project is that non-resident beekeepers transport thousands of bee colonies to our area each winter and return them home in the spring. These “snow bees” corroborate Hattiesburg’s historic “Hub City” identity in this inspiring tale, as does the transit of bees from Hattiesburg on trucks bound for California’s almond pollination.

These unfolding bee stories activated our desire to communicate a message with more significant global concerns: bee conservation. As focused bee advocates, we interviewed

beekeepers, visited apiaries, and scoured county extension service reports. We invited experts to present bee conservancy strategies live and virtually during our public workshop, “BEE SMART: Promoting the Art, Science, and Research of Beekeeping.” We raised our voices for bees by distributing wildflower seed packets to create bee habitats. We also implemented a fundraising campaign to sell local honey with proceeds donated to “Hives for Heroes,” a national organization connecting veterans with beekeeping mentors treating depression and anxiety. Yes, we learned more about our community, but bee advocacy honeyed our understanding that we can make a difference.

OBJECTIVES

We established research objectives after reading Phi Theta Kappa’s 2024-25 Honors Program Guide, The Power of Stories. During several committee meetings, we determined an issue of unanimous interest to our group. While searching for general information to guide us, a social media article posted by the Visit Hattiesburg tourism organization caught our attention; its headline, “Take a Bite of Southern Hospitality,” claimed that our city could boast more than 200 local dining options. After anecdotal stories were shared around the conference table, we elected to focus on how local food –grits, turnip greens, tamales, and gumbo, to mention a few -- might provide a compelling cultural narrative. We were poised to research a significant local story and believed that further research would achieve a better understanding of our community’s foodways. With Theme 3 in mind, we initiated our academic search by asking our college’s research librarian to conduct a training session to help us understand how to locate and validate academic sources. As a result of that training, our subsequent research objective was to identify and read at least thirty peer-reviewed articles using library databases.

We anticipated the need to purchase books and articles unavailable through our library’s system, so we applied for a Mellon Foundation grant to fund our research. We also realized our need to receive training in vetting sources not located within our library’s database system, so with great intention, the members of our Honors in Action research team attended our region’s Fall Leadership Conference, where Dr. David Davies, professor in the School of Media and Communication at

the University of Southern Mississippi, presented his lecture, “Source Credibility: Dos and Don’ts of dealing with research sources.” During our research phase, we shared sources with our team and cross-checked them with our librarian to further establish their validity. We agreed that we would need to collaborate with local experts like Visit Hattiesburg, the Destination Marketing Organization office of the Hattiesburg Tourism Commission. We needed dialogue to understand food as a “storyteller” and our local culture as an “audience” and “character.”

Our six-member research team established the following research objectives:

• Receive research training from our college librarian to better understand the complexities of evaluating sources.

• Identify a minimum of 30 peer-reviewed articles.

• Submit a grant proposal to the Mellon Foundation for project funds.

• Challenge Honors in Action team members to complete Phi Theta Kappa’s Research Edge interactive curriculum.

• Divide into smaller research groups based on our interests and educational focus to investigate farmer’s markets, stores selling locally made goods, and eateries.

• Communicate our project plans with our campus administration and determine a list of experts on our campus and in the community for insight and support.

• Identify local civic entities and organizations as sources for collaboration.

• Complete the research stage of our project before the end of September based on our outlined project timetable. We are proud to report that we successfully met these research objectives.

Once our chapter finished conducting and analyzing our research, our next step was to consider what group “action(s)” might best broadcast our research results. We wanted to share the bee stories in our community and their reflection on our cultural identity as a transportation hub. As we discussed options, however, our greater concern was that our research discoveries might serve as a catalyst for the welfare of bees, and we concluded that bee advocacy was the most pressing concern.

How might we advocate for bee habitats, for reducing pesticides and poisons that might affect local hives, or for selling local honey to keep local beekeepers in business? Our project plan developed into a bee workshop open to the public to provide information about the importance of bees and beekeeping in our community and to encourage bee conservation efforts.

Our collaboration in the community and our action was determined by our research and included several objectives:

• Request permission from college administrators to host a workshop on campus that would be open to the public

• Select the date and campus venue for the workshop

• Invite local experts to share information about bees, beekeeping, and ways to advocate for bees

• Design and create a flyer for campus spaces and digital venues to publicize our workshop

• Share information with the office of public relations to arrange for publicity and coverage of the event

• Contact local schools and homeschool organizations to invite students K-12 to attend the workshop

• Purchase local flower seeds to distribute to our workshop attendees and others in the community

• Arrange with local honey producers to sell honey as a fundraiser

• Communicate with Hives for Heroes to arrange for donations to the organization

ACADEMIC INVESTIGATION

The Power of Stories recounts that for thousands of years, human beings have told stories using many methods, both with and without words. We were curious about how food and food production communicate stories. Our initial research questions included the following:

• In what ways might food function as a cultural artifact or identity?

• How might we recognize the power of food in communicating emotions and connections within a community?

• How might a community’s cuisine tell a compelling narrative?

We worked with our advisors and librarian to search for vetted academic articles using EBSCOhost and Google Scholar. We pooled our findings using Canvas, a classroom management tool, to collect the APA citation information and our annotations about each source, which we then read and discussed during our committee meetings. Initial research showed how food reflects and narrates communal identity. We then separated into smaller groups to conduct more specific research. Each group visited local eateries and markets to identify popular local products. Our initial research questions grew and shifted as we discovered and outlined the plentiful food facts from our community.

Our research indicated a clear pattern. Indeed, early research pointed to Hattiesburg fulfilling the Hub City moniker. Our turn of the 20th-century nickname resulted from our geographical location as an intersection of essential rail lines and our interconnectedness with regional areas of more significant historical consequence. In the early 1900s, Hattiesburg served as a waypoint; that interconnectedness remains vital for Hattiesburg in the 21st century. Local restaurants rely on transporting food products from other areas in our region to supplement local supplies and to appropriate a share in regional narratives. Local eateries write menu stories with Cajun cuisine from New Orleans, catfish from Delta farms, and

from the Mississippi Gulf Coast.

Figure 1

Narratives associated with local food products like tomatoes, cucumbers, and squash weren’t compelling -- until we focused more specifically on honey. Our revised list of questions grew as we narrowed our focus and research interests:

• What is the significance of honeybees and honey production in our community? In the state? In the nation? In the world?

• How many beekeepers and bee colonies exist in our community, and how much honey production do they contribute annually? What is their economic contribution to our community?

• How might the story of bees in the Pine Belt communicate a local narrative?

We collaborated with local bee experts in our community; we interviewed beekeepers, visited apiaries, and scoured the reports provided by our county extension agents. A local university professor-turned-beekeeper, Dr. Ed Hafer, often called “the Bee-man of Hattiesburg,” visited a chapter meeting to share his lecture, “Everything you might ever want to know about bees.” Hafer shared that honey production provides millions of dollars to our community’s fulltime commercial beekeepers, part-time honey producers, and hobbyists.

CONCLUSIONS

We found that local honey graces the shelves and tables of every local farmer’s market, grocery, and eatery. Our region produces about 2.25 million pounds of honey each year. According to data collected in 2022 by Mississippi State University and the USDA-NASS, honeybees contribute more than $200 million annually to Mississippi agriculture. Perhaps the most notable information for our project is that non-resident beekeepers bring more than 80,000 colonies of bees to our area each winter and then transport them back to northern states early in the summer. We dubbed our visiting bees “snow bees” and declared they corroborate our “hub” identity in this exciting and little-known story. We were likewise amazed to learn that California almond producers import honeybee hives from our community to achieve almond and other fruit pollination, resulting in even more economic contributions to Mississippi’s agricultural production. The Hub City serves as a waypoint for bees!

ACTION

For the action component of our project, we hosted a public workshop, “BEE SMART: Promoting the Art, Science, and Research of Beekeeping,” on Monday, November 4, on the Forrest County Campus of Pearl River Community College. (Figure 1) The muchpublicized event was streamed through WebEx, our college’s communications platform. The link to participate virtually was made available to all instructors, some of whom offered extra credit to students who attended. To further expand the scope of the event, the proceedings were recorded, and links were sent to local schools and homeschool groups attending the workshop in person. To advocate for our local bee residents and tourists, we handed out packets of wildflower seeds that were favorable to our local climate. (Figure 2) We implemented a fundraising campaign to sell local honey. Proceeds benefited Beta Tau Gamma’s travel to Kansas City in April for the Catalyst Convention and also “Hives for Heroes,” a national organization that connects veterans diagnosed with PTSD and beekeeping establishing local apiaries as a means of treating their depression and anxiety.

IMPACT

Our Honors in Action Project does not end with the Bee Smart Workshop. Our chapter will continue raising money for the Hives to Heroes Organization through March 2025. Chapter members are arranging to apprentice with Dr.

Figure 2

Ed Hafer to share the Hub City bee story with K-12 students throughout the region. Flowered bee habitats should spring up over the next few months and years. Measuring the quantitative outcomes of our project could hypothetically include counting thriving bee hives; we can more quickly provide the following numbers:

We collaborated with five administrators, multiple instructors, three beekeepers, two county agents, three Visit Hattiesburg contacts, four local schools, and three local homeschool groups.

Our chapter interacted with more than 150 attendees during the workshop on our campus. We hand-delivered more than 200 packets of flower seeds to create habitats for bees. We employed virtual communication and social media to share our message of bee conservation with our community. To date, we have sold about $1,000

of local honey to provide veterans’ scholarships through Hives for Heroes and student travel scholarships to attend Catalyst. (Figure 3)

As for qualitative outcomes, we believe we have made a difference in bee advocacy in our community. We developed invaluable research and teamwork skills and had a great experience sharing our community bee story with the public. Some quotes from our team appearing in our Canvas project journals attest to these outcomes:

• “I learned more about myself as a leader and an advocate.”

• “I have become more outspoken and passionate about research and group projects.”

• “I have learned to throw out ideas, even if they might be wrong.”

• “I have experienced what it is like to be a part of a team research project.”

We are grateful for this Honors in Action project and the possibilities Phi Theta Kappa offers us to grow as global-minded scholars.

RESOURCES

jörk, P. & Kauppinen-Räisänen, H. (2016), Local food: A source for destination attraction. International Journal of Contemporary Hospitality Management, 28 (1), 177-194. https://doi.org/10.1108/IJCHM-05-2014-0214

We were inspired by the article and its discussion about food experience in regional development and tourism. Destination choices are often based on the perceptions of unique food options. Local food communicates hospitality and should increase tourism. We see this happening in our community and can trace its influence on the economic development of our tourism market.

English, C. (2018). Telling the bees. JSTOR Daily from JSTOR. https://daily.jstor.org/telling-thebees

This compelling article shares the folklore associated with the practice of sharing important personal information with bees as a ritual of mental health and well-being. The article emphasized the importance of the relationship between honeybees and humans as essential to maintain, and led us to discover the organization, Hives for Heroes.

Figure 3

Hafer, E. (2024, September 24). Everything you might ever want to know about bees. Beta Tau Gamma Chapter Meeting. Pearl River Community College, Hattiesburg, MS.

Dr. Ed Hafer is an Associate Professor of Music History at the University of Southern Mississippi in Hattiesburg. More important for this project, he is the Grand Poobah of Ed’s Backyard Bees. His lecture for our chapter and again for the “Bee Smart” workshop inspired and informed us more than can be adequately communicated. We appreciate Hattiesburg’s “bee-man.”

Hora, K. O. (2021). Local food in tourism: An investigation into food offerings at Irish visitor attractions: Are we telling the right story... https://doi.org/10.21427/xejp-3g02

This 2020 thesis submitted to the Technological University of Dublin provides a study on how local foods affect the stories told at various tourist locations in Ireland. Hora concludes that overall, food offerings do serve an important role in communicating community and regional story, though providers don’t have a clear understanding of their roles as storytellers. We believe that our food providers in our community are committed to communicating regional story in the foods they market.

Horn, T. (2005). Bees in America: How the honey bee shaped a nation. The University Press of Kentucky.

This book addresses the history of bees and beekeeping in North America, tracing European roots. The author addresses the cultural, social, and political significance of honeybees. If honeybees shaped a nation, they could tell Hattiesburg’s story.

Preserving Stories Through Poetry: A Celebration of Voices and Heritage

Alpha Gamma Alpha Chapter Pike’s Peak State College, Centennial Campus

Colorado Springs, Colorado

THEME:

Preserving Stories

ABSTRACT

For our Honors in Action (HIA) project, our team conducted in-depth research into the topic of preserving stories through various media as well as the factors that form and influence them. We explored aspects of how stories are maintained across generations, focusing on research questions such as why linguistic accessibility is critical in preserving stories, how the medium of preservation influences the longevity, the role of universal themes in ensuring a story’s longevity, how power dynamics influence which narratives are preserved or suppressed, and the impact of digital media and social platforms on modern storytelling. Our sources provided valuable insights into these topics. Our analysis revealed that there are stories with timeless relevance continuing to resonate across generations, while digital technologies provide innovative avenues for preserving and sharing those stories. Additionally, our research highlighted the influence of power dynamics in determining which narratives are preserved, often marginalizing certain voices. Lastly, we found that linguistic accessibility and the medium of preservation play critical roles in maintaining the relevance and accessibility of stories for diverse audiences, both now and in the future.

Based on our research, we identified a need within our community for greater accessibility to personal stories and testimonies. In response, we organized a bilingual poetry reading event for Hispanic Heritage Month, aiming to preserve and share important cultural narratives through both oral and recorded mediums.

The impact of our project was significant. It contributed to the opportunity for our students to

share a stage and preserve their stories alongside recognized authors from The Colorado Alliance of Latino Mentors and Authors (CALMA). This partnership was possible because of Dean Jacquelyn Gaiters-Jordan who recommended we get in touch with CALMA and provided the idea of exploring poetry as a medium. Through this, we organized a bilingual poetry event that drew over 60 participants and engaged 15 student volunteers. It promoted community participation in storytelling and highlighted the importance of both oral and now digital traditions, in ensuring that stories remain accessible. Our event also had the honor of announcing that of recognition for being a Hispanic-Serving Institution, which has been a long-standing goal of our institution.

OBJECTIVES

Our research objectives began with the formation of an Honors in Action (HIA) team, which ended up being composed of seven members. We established regular check-ins, created a general timeline, and divided the workload to ensure everyone’s contributions were balanced and not one person became overwhelmed. Guided by the HIA workbook, as well as an edited version created specifically by and for our chapter, we brainstormed themes that both appealed to our interests and connected strongly to the overarching research question. Eight further research questions were developed from the original overarching question. At this point, it was decided what question and type of source we each would research to ensure we had a wide range of sources and content. From there, we identified and analyzed a total of 13 credible sources, knowing ultimately, we would be narrowing them down to five.

We were intentional in aligning our “action” component with our college’s goal of becoming a Hispanic-Serving Institution, piggybacking off our chapter’s last College Project which introduced our college’s first Hispanic Heritage Festival in hopes of reaching this goal, we knew the date of our event would be held during Hispanic Heritage Month. This prompted us to include one to two sources tied specifically to Hispanic heritage in our research. At the same time, we prioritized maintaining a balance between staying true to our topic and allowing members to pursue their interests. Careful planning, clear communication, and thoughtful distribution of responsibilities ensured that no individual was overwhelmed

while we worked toward completing our project. Overall, we exceeded our expectations, achieving a balance between focus, collaboration, and inclusivity in our research approach.

Our chapter set out to achieve several objectives in our Honors in Action project. First, we aimed to create a welcoming space where students could freely share culturally significant, emotional, or personal stories, with a target of 50 attendees. Our event was designed to ensure at least an hour and a half of guaranteed content viewing time, providing a rich and immersive experience for participants. Additionally, we sought to support our school’s goals of becoming a HispanicServing Institution and increasing visibility for the Downtown Studio Campus. Collaboration played a central role in our project as well. After attending a Colorado Alliance of Latino Mentors and Authors (CALMA) poetry reading, we partnered with Ricardo Bogart, who helped coordinate the presence of CALMA at our event and secured five CALMA-affiliated authors to participate. Our goal through this collaboration was to allow students the opportunity to engage with professional storytellers and hopefully gain valuable insights or inspiration. To complement this, we also recruited six student poets (not strictly limited to Latino authors), creating a diverse and dynamic lineup for our event.

ACADEMIC INVESTIGATION

In our research, we sought to answer multiple specific questions. The first, why is linguistic accessibility critical in preserving stories for diverse audiences and future generations? Oftentimes, the stories we share make up our heritage. To gain insight, we analyzed the academic essay "Awakening Linguistic Memory- Bilingual Poetry in Mexico & Guatemala" by Wendy Call. Call interviewed four indigenous linguists, writers, and educators native to Mexico and Guatemala who are amplifying the importance of preserving cultural heritage and storytelling through poetry. The goal of these women is to combat the erasure of their native language, stories, and customs through education, sharing how language, being the center point of their ancestral identity, carries memories relevant to the greater communities of Mexico & Guatemala.

Next, we wished to explore how the medium of preservation (oral, written, digital) influences the longevity and accessibility of stories. While

researching, we came upon the academic paper, "Bridging Cultural Divides with the Power of Poetry" by Caylee Kreller. As an instructor with a classroom full of students from varying ethnicities and backgrounds, Kreller goes on to explore how poetic creative writing can create a uniquely more diverse environment for students of all cultural backgrounds to connect while equipping educators with the tools to decolonize their own beliefs and connect with their students. By leaning into internal and external dialogue, self-reflection and the dialogical self-theory, Kreller discovers the power of “writing the self” and how the act of spoken word and poetry work in tandem to enhance the collective recognition of cultural identity in its various forms. Poetry can stimulate profound self-understanding and invite us to reexamine our unquestioned prejudices, which can improve our relationships with others (Lengelle, 2008). Through the sharing of our own stories, we are able to foster connections with others as well as an understanding with them when the act is reciprocated.

Additionally, we explored the role of universal themes in storytelling by addressing the research question: Why do stories with universal themes or timeless relevance play a critical role in their preservation? For this inquiry, we analyzed a literary work, Esperanza Rising by Pam Muñoz Ryan. It’s a historical fiction novel that involves historically accurate events as well as a plot many can relate to at various depths. The book follows a privileged Mexican girl whose family experiences a tragedy and has their lives uprooted and scattered. Her family must flee to the United States during what’s now known as the great depression. Esperanza goes through a self-discovery journey where she learns to truly appreciate the things she has. The themes of struggle, self-discovery, familial values, and much more make it a story anyone can relate to and mimics likely would-be events of a young girl’s experiences during that time.

One of our members had a specific interest in how power dynamics influence which stories are preserved and which are suppressed. To explore this, we examined a case study detailing the suppression of indigenous narratives during colonial rule. The case study focused on American textbooks in the United States and analyzed two different states for comparison. It was determined that the textbooks tended to emphasize the suffering of white people while simultaneously ignoring or downplaying the suffering of other

races. The study posed interesting thoughts, such as what an appropriate amount of content dedicated to the suffering of other ethnic groups would be in said textbooks, as well as how much of the history we know to be true could have been interpreted and documented with bias.

CONCLUSIONS

We sought to answer how the influence of social media and popular culture adapts traditional stories for modern audiences. The influence of social media and popular culture has revolutionized how traditional stories are adapted, packaged, and shared with today’s audiences. "Heritagization of Pop Culture by Museums and an Analysis of Visitor Feedback" by David S. Waller and Helen J. Waller examines the relationship between pop culture and heritage conservation. They discuss how integrating the digital space into cultural education transforms communication methods, expands the potential for storing cultural artifacts, and allows the display of intangible heritage. As such, exploring digital methods of preserving stories offers a nuanced method for enhancing the way cultural heritage is presented. This article gave us the idea of having a media platform at our poetry night so that any student attending could record and share a story if they wished.

ACTION

Informed by our research, we were motivated to challenge how media diminishes the impact of immigrant resilience and misrepresents the immigrant narrative, connecting our research to Theme 5, “Representation Through Stories.” Determined to authentically represent immigrant stories and convey why they matter, we identified the need to gather additional immigrant student experiences, forging our action and collaboration objectives.

We partnered with the ESL department to conduct student focus groups. The data collected provided insights into how ESL students tell their stories of immigration and assimilation. Struggling to measure adjustment to the U.S., lived experiences, and economic factors led us to collaborate with tnstitutional research to develop surveys to capture this data. Our advisors provided training on cultural competence to ensure we constructed unbiased survey questions. The data collected from the surveys, focus groups, students’ personal

stories, and research findings inspired us to use performance art to capture PCCC immigrant students’ challenges. (Figure 1)

We presented our research findings and perspective action plan to the administration, who helped us connect to campus and community collaborators. We partnered with the Passaic County Cultural and Heritage Council, which aided us in securing professional coaches in theater production, choreography, and memoir poetry. To execute our vision, these professionals led us in workshops to enhance our storytelling. We collaborated with the Media Department, helping us with staging, lighting, and sound. Our collaborator’s expertise was vital in helping our team effectively translate research findings into compelling theatrical narratives.

To implement the production, we recruited student performers and collaborated with the college’s event specialist to secure the theater and set rehearsal dates and times. (Figure 2) We developed an electronic messaging system to communicate rehearsal schedules and prop needs to the facilities department. Struggling with script writing, lighting, and sound cues, we sought help from our advisors, who guided us in developing our vision and executing the

play. We collaborated with alumni who assisted as stagehands and filled in performance gaps. The performance narrates the voyage of four Latina women from four countries who immigrate to the U.S. to build a more prosperous future, portraying a story often omitted or untold. Act I, “Leaving Home,” depicts the emotional heartache of leaving family but captures the hope as they pursue their dreams despite the uncertainty of their future. Act II, “A New Journey,” illustrates the cruel realities of how society treats immigrants in their adopted country because of cultural differences and language barriers. Act III, “Resilience in Action,” highlights their resilience and demonstrates how support and empathy transform struggle into success.

The pinnacle of the production is a compelling slam poetry performance, which serves as a call to action, challenging the audience to acknowledge the support immigrant students need. To extend the experience beyond the stage, we collaborated with local artists and musicians to host a cultural awareness reception, creating a visual art gallery showcasing student narratives. The academic foundation of our project was strengthened through collaborations with the Professional Development Committee

Figure 1

Figure 2

and the Center for Teaching and Learning to facilitate a student panel event to share our findings. We invited faculty and administration, specifically the ESL Department, to communicate the focus group findings and share the data connections that inspired the performance. (Figure 3) This event fostered meaningful conversations between the protagonists, faculty members, and administration, which led to the proposal for enhancing orientation services for immigrant students. Receiving the HIA Grant helped us fund the performance. We decided that the proceeds from ticket sales would go towards developing a scholarship for ESL students. Collaborating with the PCCC Foundation allowed us to leverage the scholarship matching fund program, increasing the number of awards available for the next four years.

IMPACT

The quantitative outcomes of our project included an attendance of approximately 65 people at the poetry reading and the engagement of 15 volunteers, including members of our chapter and Service-Learning students. We were beyond satisfied with our numbers, as campus engagement has been lacking on campus since COVID. Getting that amount was a step in the right direction. Qualitatively, the project created a safe and empowering space for diverse voices to share their stories, nurturing a deeper appreciation for cultural heritage and storytelling within our community. Attendees reported feeling inspired by the poetry and personal testimonies, while volunteers gained valuable experience and event coordination skills.

Chapter members enhanced their abilities as scholars by applying research findings to address a real-world need that hit home. They also grew as leaders by organizing and executing a meaningful event. Three members served as the student poets. The collaboration with CALMA and El Super Taco truly made the event, connecting participants to broader cultural and professional networks and establishing two relationships for the school.

RESOURCES

Call, W. (2023). Awakening linguistic memory: Bilingual poetry in Mexico and Guatemala. World Literature Today, 97(5), 42–44. https:// worldliteraturetoday.org/2023/september/ awakening-linguistic-memory-bilingual-poetrymexico-and-guatemala-wendy-call

The research revealed that bilingual storytelling has the power to bridge cultural and linguistic gaps, preserving narratives in ways that resonate with diverse language plays in keeping stories alive while fostering cultural understanding.

Kreller, C. (2020). Bridging cultural divides with the power of poetry: An educator’s reflection. B f Guidance & Counselling, 48(1), 78–88. https:// doi-org.ccco.idm.oclc.org/10.1080/03069885.2 019.1659228

At this point, our team knew there was the possibility of us hosting a poetry reading, and we thought this tied to that beautifully. Using the power of storytelling through poetry, Kreller

Figure 3

empowered her students by creating a safe space for them to express their cultural identity and to build meaningful relationships among one another through challenging the harmful narratives and stereotypes regarding the indigenous community.

Skinner, N. A., & Bromley, P. (2023). Rights, conflict, and removal: Depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019. Journal of Curriculum Studies, 55(2), 203–222. https:// doiorg. ccco.idm.oclc.org/10.1080/00220272 .2023.2177123

This source provided a concrete example of how dominant powers strategically erased certain stories to maintain control and achieve cultural superiority. The case study brought to light the imbalance in whose stories are well preserved, exposing the deliberate exclusion of marginalized voices from the historical record.

Muñoz Ryan, P. (2000). Esperanza Rising. Scholastic Press.

One of our members remembered reading this book in adolescence, and it resonated with her. She felt passionately, so we added it to our source list. The story not only preserves the struggles and triumphs of a specific community but is also filled with values that are timeless and universal. Its themes of perseverance, hope, and familial love offer lessons that have transcended generations. The book fosters empathy and understanding among readers from any path of life.

Waller, D. S. & Waller, H. J. (2021). Heritagisation of pop culture by museums and an analysis of visitor feedback. Arts and the Market, 11, 258–274. https://doi-org.ccco.idm.oclc.org/10.1108/ aam-08-2020-0026

This study was particularly interesting due to its unique take on the role of popular culture in the preservation process. While they’re referring specifically to art and artifacts, we believe those tell stories as well. The research provides insights into how traditional stories can be adapted to resonate with modern audiences by leveraging modern social media platforms and trends. The world of social media is dominating today’s culture; therefore, it was evident that its effect on the methods of preservation had to be explored.

Beyond Ink: The Stories of Tattoos

Alpha Epsilon Pi Chapter

Raritan Valley Community College

Branchburg, New Jersey

THEME:

Perspectives Shapes Stories

ABSTRACT

The topic we decided to research was the meaning and stories people assign to their tattoos. The conclusions we drew from our academic research found that tattoos can be used for healing, cultural and personal expression, group belonging, and as symbols for essential events. There is the potential for regret when meanings change. With our conclusions, we determined that we should address the lack of awareness in our community of tattoos’ significance and their potential as a way of healing and self-expression. To address this, we created an awareness campaign on campus. We hosted an art exhibit, sharing the stories of Raritan Valley Community College participants. For the exhibit, we asked students and staff to share their tattoos and stories associated with them. We kicked off the event by displaying the tattoos, stories, and findings from our research on campus. At the show’s opening, we included a video we created to explain that tattoos can have several meanings and be useful tools in some people’s healing processes. For two months, we moved the stories and research displayed throughout different parts of the campus to reach a larger audience. Additionally, we implemented a supporting campaign that consisted of several social media posts and mass emails discussing our findings and the stories of our art exhibit participants, calling attention to their significance. We also purchased various books addressing tattoos to place in the “Little Free Libraries” around town. We raised funds throughout our campaign for the nonprofit Project Semicolon, supporting mental health and suicide prevention, highlighted by the semicolon tattoo. The project was impactful, and our actions throughout the semester received positive feedback from the campus.

OBJECTIVES

Our research objectives were:

• Have all team members complete Research Edge to ground our process throughout the project.

• Examine 18-20 scholarly sources that provide diverse perspectives regarding storytelling across various contexts to inspire our project.

• Each team member should select a topic of interest and research to find scholarly articles supporting their approach.

• Listen to the ideas of each officer equally, systematically choosing ideas we liked the most.

• Intentionally discuss sources, being open to shifting the direction of our research.

• Finalize our research topic, draft a research question(s), and gather information to draw focused conclusions.

• Keep in mind the conventions of academic writing regarding sources and eliminate bias from the research by exploring sources with different viewpoints.

• Ensure different viewpoints are represented.

Based on our research conclusions, our action objectives were to explore the deep connection between tattoos and personal stories, emphasizing how tattoos serve as a powerful medium for identity, resilience, and self-expression. By fostering community engagement and shared experiences, our chapter sought to promote awareness of the ways tattoos can create bonds through common struggles and triumphs.

We also created collaborative objectives, with the primary goal of making connections between our organization and our community. We identified partnerships that would improve efficiency by allowing us to effectively carry out our project. Another objective was to collaborate with groups that had common goals. Lastly, we chose collaborators from whom we could learn to be better leaders.

Beyond Ink was a collaborative effort that brought together individuals and organizations to explore the deep stories behind tattoos. We purposefully partnered with tattooed individuals who generously shared their personal stories. These narratives highlighted the role of tattoos in shaping identity, reclaiming control, honoring cultural connections, and portraying personal transformation. The purpose of collaborating with student life was to ensure the gallery was displayed across multiple campus buildings for two months, maximizing its reach and impact.

(Figure 1)

We identified the college’s librarian as a logical collaborator to help us further spread awareness of our research conclusions. They assisted us in identifying books that addressed our conclusions and complemented the library’s collections, and that would appeal to our campus community. To extend the advocacy aspect of the project, we partnered with Jersey Mike's fundraiser benefiting Project Semicolon. We chose this business because of their history of philanthropy.

ACADEMIC INVESTIGATION

Using the Honors Program Guide, our team brainstormed possible topics and chose Theme

Figure 1

2, aligning with our interest in exploring human experiences. Following this theme, each team member determined a topic that they would explore and developed a research question. They then presented their ideas and findings to the team. Through group discussion of each person’s topic, we learned that members were most interested in researching the storytelling power of tattoos. Next, we conducted pre-research on this topic, allowing us to develop our research questions: “Why do people get tattoos? How are tattoos a form of storytelling? How does this relate to culture and self-expression?” Tattoos resonated with us because they often serve as a personal form of storytelling and connection to someone’s history. We conducted research by reviewing academic articles and books, narrowing our scope to focus on resilience, self-expression, and body art across cultures.

CONCLUSIONS

Examining the academic articles, we systematically synthesized our findings, resulting in these research conclusions:

• Tattoos can be important because of the deep semantic meanings behind them, though those meanings can change, leading to regret.

• Tattoos can enhance self-esteem and improve body image, allowing individuals to express emotions or commemorate transformative events.

• Tattoos can provide a “cathartic experience.” For individuals who struggle with selfexpression or mental health, tattoos become a form of reclaiming control over their bodies and lives.

• Tattoos can foster a sense of community by connecting, offering them a way to feel seen and understood without needing verbal communication.

ACTION

Our collaborations were driven by our desire to enhance our relationship with our community and impact the greatest number of community members. We also wanted to raise awareness of PTK throughout our community, and partnering with student life, The Record, the library, and Jersey Mike’s allowed us to achieve these goals.

Based on our research, we hosted a tattoo art show, “Beyond Ink,” to display tattoos submitted by students and staff. At the event, we also played a video that we created of our research findings. We decided on an art show because it offers a physical representation of our findings as well as providing an opportunity for our community to share their stories via tattoos. (Figure 2) The gallery allowed students, staff, and visitors to engage in meaningful dialogue through prompts about tattoos and identity. Working with our Student Life department allowed us to distribute posters, send out invitation emails for our exhibit, and amplify our event’s visibility on campus. Student Life also assisted with reserving the space and provided resources like easels and supplies to support the event. Additionally, we collaborated with members on a social media and mass email campaign to bring further awareness to our research conclusions. The media campaigns included information about PTK, conclusions from our research, and ways students could participate in our project. The project gained attention from the campus community when The Record, the student newspaper, featured an article about the gallery, emphasizing the exhibit’s importance and expanding its reach within the broader community. Working with the college’s librarian, we identified books about tattoos that addressed our research conclusions and complemented the library’s collections. We purchased these titles with our HIA grant funds and distributed them in the “Little Free Libraries” around our community, reaching a broader audience. In the front of each book, we placed a handout that included our research findings.

We hosted a bake sale and Jersey Mike’s fundraiser to raise money for Project Semicolon, a nonprofit organization advocating for mental wellbeing

Figure 2 (Scan to see video)

and suicide awareness. This action linked the themes of resilience and recovery to tangible community support. This nonprofit is represented by the ‘;’ tattoo. According to their website this tattoo “denotes a continuation where a period might have closed a sentence and serves as a stark reminder that our stories are far from over, despite the struggles we face.” We also organized a bake sale and henna tattoo station on campus, which became an inclusive, interactive event that fostered conversation about the symbolism of body art while raising awareness for mental health. Collaborating with henna artists and students, faculty, and staff for this event strengthened our efforts to provide a space for reflection and community engagement. We also collaborated with Jersey Mike’s, where 20% of their sales over a four-hour period went to our charity. All of these actions combined allowed for the informative and impactful dissemination of our conclusions while also supporting a cause regarding tattoos and mental health.

IMPACT

The research phase was guided by a commitment to scholarly excellence. 21 credible sources, including peer-reviewed articles and books, were analyzed to build a comprehensive understanding of our topic, and help our team grow as scholars. Weekly meetings spanning the entirety of the summer and fall semester, totaling 78 hours, allowed our team to critically engage with the material, identify key themes, synthesize insights, and build leadership skills.

Our research laid the project’s foundation, equipping us with the intellectual rigor and critical thinking necessary to drive meaningful action. We organized initiatives to raise awareness and foster dialogue about how tattoos encourage individual expression and community-building. The Beyond Ink event, which displayed the best 17 tattoo photos from our submissions, attracted 91 participants. We used funds from the HIA grant to have the images of the tattoos printed into larger high-quality posters. The exhibit became a space for sharing personal stories, where tattoos evolved into powerful symbols. The tattoos ranged from stories of family connection, resilience, cultural heritage, nostalgia, and many more. The emotional depth of these stories resonated with attendees, empowering them to reflect on their own journeys. One attendee stated, “Seeing the matching tattoos of the band Jukebox the Ghost

not only introduced me to a new indie band but also made me think about how my friends and I share our interests constantly.” Another stated, “Seeing the matching tattoos the sisters got made me want to connect like that with my mom.” The photo displays after the event further extended our reach across campus, with students describing the impact of the display by commenting on a nearby whiteboard. Some examples of responses included: “Tattoos can be so meaningful.” “They all have a unique story.” “It is interesting to see how an image can communicate so much.”

Our email campaign reached a total of 7398 students on the RVCC student listserv. We also reached our 507 followers on social media with informative posts.

We purchased a total of 27 books to distribute throughout our community in the “Little Free Libraries.” We placed books in 9 different bookcases, adding new titles three times during our project to maximize our impact. All of the titles from the first round of placement were picked up when we went to replenish the bookcases.

Fundraising efforts, including a bake sale, henna tattooing, and a Jersey Mike’s event, raised $206 for Project Semicolon. While we were disappointed with how much money was raised, there were competing events on campus that restricted who could attend our fundraisers. In the future, we would work with student life to avoid scheduling conflicts. The funds raised for Project Semicolon carried a deeper significance than just financial support. They directly contributed to resources for mental health awareness and suicide prevention.

RESOURCES

Car men, R. A., Guitar, A. E., & Dillon, H. M. (2012). Ultimate answers to proximate questions: The evolutionary motivations behind tattoos and body piercings in popular culture. Review of General Psychology, 16(2), 134–143. https:// doi.org/10.1037/a0027908

The authors provide an answer to why someone might acquire a tattoo. After examining different periods of human history and how tattoos were present in each of them, the authors describe three reasons that can lead to the acquisition of a tattoo: a) as a symbol of an important past event,

b) as a sign of group membership, and c) as a marker of individuality.

This research is directly linked to our art exhibit Beyond Ink and a video created by our team about Tattooed Stories. This video guided attendees on how to approach the art exhibit itself. Additionally, this motivated us to provide books to the campus community about this topic.

Frankel, S., Childs, M., & Kim, Y.-K. (2023). Tattooed individuals in a community: Motivations and identities. Deviant Behavior, 44(4), 620–635. https://doi.org/10.1080/016396 25.2022.2079442

The quantitative research in this article examined motivations for getting tattoos and found that tattoos led to a feeling of belongingness and group-identity. Identity attributed to tattoos created a sense of community connectedness.

By hosting the art exhibit, we worked to expand the community of people who believed in tattoos as a storytelling endeavor, bringing together those with tattoos with th to spread awareness by providing books in the “Little Free Libraries” in Branchburg.

Madfis, E. & Arford, T. (2013). The dilemmas of embodied symbolic representation: Regret in contemporary American tattoo narratives. The Social Science Journal, 50, 547–556. https:// doi.org/10.1016/j.soscij.2013.07.012

This article found that most people must legitimize their tattoo through ascribing a deep semantic meaning to it. When people’s tattoo stories have an absolute/static meaning, the tattoo cannot function beyond their symbolic representation. This then leads individuals to feel regret and potentially seek tattoo removal or cover-ups.

This research was used to show diverse perspectives on the outcomes of getting a tattoo. While our findings were mostly positive, some research indicated that tattoos would later be regretted. This article also highlighted the way individuals ascribe meaning to tattoos, leading to our art exhibit, where we shared stories behind tattoos.

Pankiv-Greene, L. (2023). Are tattoos symbols of transformation? An intuitive inquiry into the deeper possibilities of an ancient and modern form of ornamentation. Consciousness,

Spirituality & Transpersonal Psychology, 4, 123–138. https://doi.org/10.53074/cstp.2023.42

Pankiv-Grenee’s article outlines the requirements for a tattoo to become a sign of transformation. The author explains that a tattoo must fulfill five criteria: it must be a ritual, have a symbol, be painful, alter the state of something, and be a moment of transformation.

The relevance of this source lies in its examination of how tattoos play a role in the recovery process by giving people a sense of control over their bodies and releasing their trauma. It also supported our conclusion about the way people assert their individuality through tattoos, and the way art show, we allowed individuals to communicate their personal tattoo story.

Thomopoulou, T., Fountouki, A., Theofanidis, D., Albani, E., Dousis, E., Evagelou, E., & Petsios, K. (2024). Storytelling and narrative techniques: Research findings support their implication in any healthcare setting. International Journal of Caring Sciences, 17(1), 568–574.

The authors of this article performed a metaanalysis of studies that describe narrative therapy. This form of therapy helps patients work through illness by forming a connection with their healthcare provider and viewing their experience through a more positive and constructive viewpoint. It can help reduce anxiety and stigma and improve mental health.

We used this article because it provides a broader perspective of the value of storytelling in overcoming trauma. While tattoos are one form of storytelling that can serve this purpose, we wanted to situate tattoos in a wider context to better understand how they can be beneficial. Since this article is from a medical perspective, it provides credence to the concept of the healing power of stories. We provided a platform for individuals to tell their stories at our art show “Beyond Ink.” It further identifies an organization that addressed mental health and tattoos, leading us to fundraise for the Semicolon Project.