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2026 Edition

THE POWER OF STORIES

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.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

About Phi Theta Kappa Phi Theta Kappa Honor Society recognizes the academic achievement of students at associate degree-granting colleges and helps them grow as scholars and leaders. Recognized by the American Association of Community Colleges as the official honor society for two-year colleges, PTK also serves as the nation’s largest honor society in higher education, with more than 4.4 million members and nearly 1,200 chapters in 11 countries, including approximately 220,000 active members in colleges today. Through scholarships, leadership development, and transfer and career pathways, PTK helps students turn their potential into opportunity. Learn more at ptk.org.

Publisher

Phi Theta Kappa Honor Society, 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 of 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. @2026 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. Civic Scholar: Phi Theta Kappa Journal of Student Research is published annually by Phi Theta Kappa, 1625 Eastover Drive, Jackson, MS 39211, 601.984.3504.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Table of Contents Letter from the Editor..................................................................................6 About our Honors Program........................................................................7 Editorial Board.............................................................................................8 2024/2025 Honors Study Topic...................................................................9 Research and Projects..............................................................................10

Reclaiming Agency: Keeping the Story Alive Alpha Tau Zeta Chapter Athens Technical College Athens, Georgia

Stories That Heal: Unmasking Misinformation and Promoting Awareness and Acceptance of Emotional Support Animals Alpha Upsilon Chi Chapter Central New Mexico Community College Albuquerque, New Mexico

From Spreaders to Skeptics: Reclaiming the Narrative Through Research-Informed Digital Literacy Kappa Nu Chapter College of Central Florida Ocala, Florida

Healing Through Listening: Why Patient Stories Matter in Healthcare Alpha Xi Beta Chapter College of Southern Nevada, Charleston Campus Las Vegas, Nevada

Embedding Ethics: Information Literacy in a Digital Labyrinth Alpha Mu Mu Chapter Community College of Denver Denver, Colorado

A Century Of Voices: Storytelling Builds Community at Holmes Community College Alpha Lambda Sigma Chapter Holmes Community College, Ridgeland Campus Ridgeland, Mississippi

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Alpha Lambda Phi Chapter Joliet Junior College Joliet, Illinois

Alpha Psi Sigma Chapter Springfield Technical Community College Springfield, Massachusetts

Alpha Iota Chi Chapter Northeast State Community College Blountville, Tennessee

Alpha Xi Tau Chapter Surry Community College Dobson, North Carolina

Tales Over Treat: Alpha Lambda Phi’s Trick for Closing the Cultural and Literacy Gap

Two Nations, One Land: the Divergent Paths of the Cherokee and American Frontiersmen

40 Years, 40 Stories, 40 Days Alpha Mu Chi Chapter Northeast Texas Community College Mount Pleasant, Texas

Thanks, But No: Investigating the Economic and Environmental Impacts of Artificial Intelligence Iota Mu Chapter Pearl River Community College Poplarville, Mississippi

The Things We Carry Alpha Chi Phi Chapter South Seattle College, South Campus Seattle, Washington

Stories That Sustain: Experiential Learning for Environmental Action

I Remember: An Intergenerational, Multimodal Approach to Storytelling

Hidden in Plain Sight: Trafficking in Small-Town Nebraska Lambda Pi Chapter Western Nebraska Community College Scottsbluff, Nebraska

Taste the Tales: The Power of Stories in Every Dish Beta Gamma Pi Chapter Yavapai College Prescott, Arizona

Change Makers: Phi Theta Kappa Journal of Student Leadership

A Letter from the Editor Welcome to the 2026 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 collaboration and engagement with colleges and communities. 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 investigations into their identified Honors Study Topic-related themes and, based on their research conclusions, determined what actions they could take in their communities that would have both shortterm and potentially long-term impact. This year, we received 434 entries for possible inclusion in this journal. We are pleased to publish 15 of those submissions. They represent 15 community colleges from 14 states in the United States. Students’ research illustrates diverse lenses for investigating Phi Theta Kappa’s biennial Honors Study Topic, as well as the varied collaborators and action elements in the projects they wrote. Many chapters included graphs, charts, and images with their entries to highlight and support their research conclusions and action components. We are excited to include examples of these visuals in the 2026 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 in their communities. Special congratulations to the chapters whose work is published on these pages. They inspire us, and their work 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

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

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 make an impact on 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: •

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

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

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Demonstrate critical thinking and reflective skills throughout the research process.

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

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

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Provide evidence of project impact using quantitative and qualitative assessments.

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

The achievement of these learning outcomes builds the analytic, collaborative problem-solving, and leadership skills necessary and valued in advanced academic pursuits, workplaces, and communities.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Editorial Board The Civic Scholar Editorial Board comprises Phi Theta Kappa’s Honors Program Council and 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, Hawaii

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 Scotts Bluff, Nebraska

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

2024/2025 Honors Study Topic: The Power of Stories

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?

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Reclaiming Agency: Keeping the Story Alive Alpha Tau Zeta Chapter Athens Technical College Athens, Georgia THEME 5: Representation Through Stories ABSTRACT Alpha Tau Zeta (ATZ), committed to driving social change, explored how storytelling shapes understanding of silenced stories and social justice. Guided by the PTK Honors Program Guide, the chapter selected Theme 5: Representation Through Stories as its focus. The chapter began its 2025 Honors in Action (HIA) investigation after attending the play Linnentown–The Musical. The performance depicted Hattie Thomas Whitehead, a young girl who lived in a thriving Black neighborhood in Athens, Georgia, during the 1960s. Linnentown, demolished in 1963 as part of an urban renewal project for the University of Georgia (UGA), displaced 50 residents and resulted in nearly $5 million in lost property value (Whitehead, 2021). After reviewing credible sources, members examined Linnentown alongside General Oglethorpe’s lesser-known journey from slave trader to early abolitionist. While grounded in local history, the chapter members recognized these narratives as part of a global pattern of displacement affecting underrepresented communities. These findings guided the development of the chapter’s research question, which examines how suppressed stories promote agency and how recognition of historical memory reshapes understanding of civil rights and urban renewal. Drawing on archival and scholarly sources and lived experiences, the chapter analyzed how historical narratives shape collective memory, civic awareness, and historical understanding. The chapter applied its research through a service-learning initiative forum, “Reclaiming Agency: Keeping the Story Alive.” Following a screening of the PBS documentary Linnentown, PTK hosted a panel featuring Hattie Thomas Whitehead, Michael L. Thurmond, Athens-Clarke County (ACC) Mayor Kelly Girtz, and PTK officers. Approximately 85 people attended the event, and awareness shifted from 42% to 100%. Participant

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

reflections after the event indicated a deeper understanding of the long-term social impact, as revealed through shared narratives. As we continue this work, our chapter remains committed to dialogue that supports ongoing efforts toward social justice.

Action Objectives, August–December 2025: •

Collaborate with the college to obtain initial approval for the HIA community service project (Event Team).

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Obtain college approvals for marketing plans, press releases, and media packets (Marketing Team).

During the chapter’s three-hour HIA planning retreat, members used interactive Research and Advisor Edge modules embedded in an HIA PowerPoint to engage with the Honors Program Guide and demonstrate that intentional research is the cornerstone of the service-learning project. After the retreat, team members stayed connected through a Microsoft Teams channel to continue their research.

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Design branding, logos, flyers, and promotional materials (HIA Team).

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Facilitate college meetings to approve the community venue, additional security, and event program (Event Team).

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Secure venue, caterer, IT support, and publishers for book signing (Event Team).

Preliminary research uncovered stories about Linnentown and Georgia’s General James Oglethorpe. One narrative documented a local Black community that was seized and destroyed during the 1960s urban renewal. The other examined a lesser-known aspect of Oglethorpe’s legacy, tracing his evolution from slave trader to early abolitionist. Together, these narratives revealed how long-overlooked economic loss dismantled Black communities trying to survive segregation laws.

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Coordinate speakers and follow-up (Event Team).

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Conduct a post-event evaluation and archive project results (HIA Team).

OBJECTIVES Research objectives:

The team formulated the following research-driven objectives to guide the project: •

Report on 30 scholarly articles, books, news sources, and memoirs on Black communities and displacement (July–September 2025).

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Present three scholarly articles at chapter meetings (July–September 2025).

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Evaluate community understanding and efforts to preserve historically marginalized stories in Athens, Georgia (August 2025).

Officers identified project milestones and organized three action teams to carry out tasks. Although the chapter planned to apply for the Fall HIA Mellon Award, the grant was unavailable; members adapted by organizing a fundraiser to provide honoraria for guest speakers. The chapter presented the 2025 PTK–ATZ Distinguished Community Leadership Award to each speaker. The HIA team conducted an event assessment and archived materials to ensure continuity. Collaboration Objectives, August–December 2025: •

Obtain expert in-service training from college staff and community leaders.

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Survey attendees of Linnentown–The Musical to establish a baseline for how storytelling conveys meaning, creates impact, and prompts action (September 2025).

Coordinate three visits to the ACC Library Heritage Room for private viewing of archived primary source materials for event display.

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Conduct primary-source archival research at the ACC Library Heritage Room (September 2025).

Establish a PTK alumni team to identify partners for registration, food service, and specialcollection tabling.

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Identify five high-impact sources that informed the chapter’s understanding of the topic (September 2025).

Secure two book signings (University Press and Tiny Tots & Tikes).

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Present the Hallmark nomination to collaborators and ATC administrators.

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Plan a research-driven service project grounded in documented research conclusions (September 2025).

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The chapter outlined three primary collaboration goals for the project. First, to reinforce servant leadership skills and understanding of agency and storytelling, members partnered with college

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 1 administrators, community leaders, and nonprofit stakeholders. Second, outreach to ACC government and Piedmont University expanded PTK’s visibility and deepened its leadership and fundraising capacity. Third, collaboration with library staff, publishers, and authors provided research opportunities, including access to archives.

ACADEMIC INVESTIGATION When the HIA team learned about the 1963 demolition of Linnentown, most were unfamiliar with it, raising questions about broader public understanding in Athens. To explore this gap, the team attended a performance of Linnentown–The Musical. Following the play, officers surveyed audience members, and of 31 respondents, 90% reported a strong emotional response and 93.3% felt motivated to act. The team also interviewed five Linnentown descendants about their lives (Figure 1). Drawing on academic literature and historical documentation, the chapter developed a research question exploring how recovering untold stories

promotes agency and how remembering events such as Linnentown shapes understanding of civil rights and patterns of urban renewal. The chapter’s HIA seeks to strengthen community resolve and increase understanding and education about overlooked narratives. To address its research focus, the chapter organized two research teams: (1) Linnentown and urban renewal, and (2) General Oglethorpe’s vision of Georgia without slavery and its impact on civil justice. Members reported on 30 scholarly articles, books, and news sources during weekly meetings; presented three peer-reviewed summaries; and identified five highimpact sources using critical thinking and evaluative research skills. By working with scholarly research, archival records, and lived experiences, members learned that history becomes more meaningful when research and storytelling reinforce one another. Recognition Research shows that urban renewal was a strategy to rebuild damaged cities using public funds, but it

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 2 often tore down Black communities created to survive segregation (Gillette, 2022). Gillette (2022) links modern renewal to a second urban crisis, with racially biased investments limiting affordable housing. Darity and Mullen (2023) argue that federal reforms have not achieved economic justice. Whitehead (2021) highlights the lasting harm caused by these policies. Redress Scholars emphasize the need for careful analysis and action to address the harm caused by urban renewal. Pfau, Lawlor, Hochfelder, and Sewell (2024) show how researchers can use historical data from archival collections to advance cases for reparative justice policies. Brooks (2006) notes that Black communities must call for policy reform, reparations, and official recognition. Restoration Meaningful restoration requires addressing historical injustices through community involvement, revisiting historical narratives, and restorative programs, as illustrated by Thurmond and Troutt. Thurmond (2024) calls for healing historical wounds by working with

communities and reexamining historical representations. Troutt (2025) offers a framework for identifying harm and supports restoration as a solution. Lasting progress toward equity and healing is achievable.

CONCLUSIONS The HIA team concluded that urban renewal, initially conceived as revitalization, displaced communities and caused long-term harm. These conclusions led the chapter to design an action component that focuses on public storytelling, community dialogue, and civic understanding.

ACTION Chapter research revealed that the stories of Linnentown and General Oglethorpe remain largely unknown despite their significance to local history and civil rights. Findings demonstrated how governmental decisions and historical narratives influence representation and civic awareness. In response, the chapter translated its research into service-learning that

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 3 centered on civic dialogue and informed advocacy through storytelling. Planning for the HIA project strengthened collaboration with the college and the community. The chapter partnered with the ACC Library to secure an accessible, central venue. ACC Mayor Kelly Girtz connected the chapter with Hattie Thomas Whitehead, an activist and Community Outreach Coordinator for the Linnentown Project. The chapter also contacted Michael L. Thurmond, an author and former Georgia state legislator. At the college, student affairs served as the administrative liaison, while academic affairs provided approvals. The chapter promoted HIA through coordinated campus monitors, email, social media, and digital platforms and collected feedback. To encourage inclusive participation and broaden the chapter’s community impact, the officer team extended special invitations to organizational stakeholders, including the ACC government, Piedmont University, the Athens Anti-Discrimination Movement, the Athens Area Chamber of Commerce, the Food Bank of Northeast Georgia, LGBTQIA+ advocacy resources, and Project Safe. Before the service-learning event, the chapter completed the following research-informed pre-event components: •

Interviewed Dr. Scott Giles, Director of Theatre and Film Studies and African American Studies at UGA.

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Conducted extensive archival research in the ACC Library Heritage Room, analyzing primary sources.

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Attended the stage production Linnentown–The Musical.

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Administered a post-performance audience survey and evaluation.

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Met with ACC Mayor Kelly Girtz to discuss event goals.

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Committed to ongoing volunteer service with the ACC Center for Racial Justice and Engagement and Black Futures Studies.

The chapter’s service-learning initiative, “Reclaiming Agency: Keeping the Story Alive,” advanced informed dialogue on how overlooked histories shape justice and civic responsibility. The project emphasized recognizing silenced voices, promoted redress through public understanding, and supported restoration by preserving and sharing lived experiences. On October 15, 2025, the ATC vice president for student affairs convened the public event at the ACC Library to honor resilience, featuring authors Hattie Thomas Whitehead with “Giving Voice to Linnentown” and Michael L. Thurmond with “James Oglethorpe, Father of Georgia.” The event opened with a screening of the Public Broadcasting System (PBS) documentary Linnentown, followed by Hattie Thomas Whitehead greeting guests and answering questions.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

The HIA panel discussion, a cornerstone of the event, highlighted their work and lived experiences, which reflect the chapter’s research on underrepresented stories of urban renewal, civil rights, and community displacement. ACC Mayor Kelly Girtz, an honorary PTK member, moderated the panel, providing civic insight and historical perspective, linking local governance to justice and collective memory. A chapter advisor facilitated an interactive Slido session to collect program evaluation data during the forum. The forum concluded with a Q&A session featuring PTK officers (Figure 2). Upon conclusion of the event, the chapter advisors presented the 2025 PTK–ATZ Distinguished Community Leader Award to each speaker, hosted two publisher-sponsored book signings, and provided a fellowship meal, thereby representing a diverse cross-section of the college and local communities.

CONCLUSIONS The chapter’s 2025 HIA initiative shows that “Reclaiming Agency: Keeping the Story Alive” can strengthen civic action and social responsibility. This outcome reflects the chapter’s research-based approach to linking storytelling with civic participation and service-learning. Team members assessed quantitative outcomes (Figure 3). Approximately 85 individuals, including students, faculty, and community leaders, attended the screening of the documentary Linnentown and the HIA forum. Among the 75 participants who completed the post-event survey, 42% were initially unfamiliar with the Linnentown and General Oglethorpe narratives. By the end of the event, 100% of respondents agreed that increasing understanding of overlooked stories was essential, and 94% believed that underrepresented narratives could drive social change. These results demonstrate a measurable increase in public understanding and civic commitment. Because initial survey data showed that most attendees were unfamiliar with Linnentown, the chapter structured the forum to begin with a documentary screening to establish a shared historical context. Qualitative feedback further underscored the power of storytelling. One participant reflected, “At 80 years of age, I am finally learning some truths about our nation’s history,” highlighting the program’s intergenerational impact. Audience questions frequently centered on responsibility for past decisions. During the forum, the audience spontaneously expressed support, making their voices heard.

During the officers’ HIA reflection meeting, members shared leadership experiences, described their emotional responses, and identified strategies for improvement. They explained that the project changed how they viewed their college experience and influenced their approach to leadership. One officer described his involvement as life-changing, noting that the project changed his academic direction, leading him to pursue a major focused on giving voice to underrepresented and marginalized communities. This project clarified that agency is restored most effectively when research, community dialogue, and institutional commitment are developed together rather than in isolation or ignored. Locally, the project extended beyond the event through media coverage, including published commentary in UGA’s The Red & Black (2025) that featured remarks by Michael L. Thurmond, who emphasized that representation in storytelling “gives life” to both history and justice (Thurmond, personal communication, 2025). Globally, the HIA highlights two narratives that reclaim agency and support marginalized communities. By examining suppressed stories, HIA members stressed the importance of learning perspectives that are often unseen. Connecting stories such as Linnentown and General Oglethorpe to other communities, the project centers on solutions involving recognition, redress, and restoration. To support community initiatives, the chapter will continue this work through researchbased community service and partnership with the Center for Racial Justice and Black Futures. The project showed members that civic learning is most meaningful when they connect research with real people and real community needs.

ACTION Arch er, D. N., & Schottenfeld, J. R. (2025). Defending home: Toward a theory of community equity. The University of Chicago Law Review, 92(8), 2199–2246. https://lawreview.uchicago.edu/ print-archive/defending-home-toward-theorycommunity-equity This article analyzes how government decisions affect communities during urban renewal and displacement. The researchers explain that federal redevelopment policies prioritize economic growth while ignoring the lasting damage to established communities, especially communities of color. The team learned about the necessary role of government in involving communities in solutions to these issues.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Ban aji, M. R., Fiske, S. T., & Massey, D. S. (2021). Systemic racism: Individuals and interactions, institutions, and society. Cognitive Research: Principles and Implications, 6, Article 82. https://doi. org/10.1186/s41235-021-00349-3 This study supports the chapter’s view of the importance of personal testimony, survey responses, and community stories that are related to urban renewal and displacement. The authors claim that racial bias exists in social systems and policies, not only in individual attitudes, helping to explain why the impacts of urban renewal persist across generations. This source strengthens the chapter’s use of lived experiences and self-reported data by showing that community responses mirror larger social patterns shaped by institutional decisions. Thur mond, M. (2024). James Oglethorpe, father of Georgia: A founder’s journey from slave trader to abolitionist. University of Georgia Press. Thurmond’s book provides new insight into General James Oglethorpe’s impact on Georgia history. Using new research, the author shows Oglethorpe’s dedication to upholding moral values despite tremendous pressure from outside colonies and Georgia farmers. This source contextualized early abolitionist movements and deepened the team’s regional understanding of these narratives. Trou tt, D. D. (2025). Urban renewal’s grandchildren: Remedying the persistent effects of post-war race planning. Fordham Urban Law Journal, 52(1), 91-118. https://ir.lawnet.fordham.edu/ulj/vol52/iss1/3 The team received agreement with Thurmond and Whitehead’s perspectives. This article supports ATZ’s HIA and strengthens its project to uncover overlooked history and pursue justice. The author called for reparations and recognition of the ongoing racial harm caused by urban renewal. They showed how federal policies widened the racial wealth gap and displaced Black families. Members learned that civil rights reforms were ignored, leading to persistent disparities in wealth and housing. Whit ehead, H. T. (2021). Giving voice to Linnentown. Tiny Tots & Tikes, LLC. Whitehead’s memoir shares her experience as a survivor of urban renewal. She recounts the devastation left by Linnentown’s destruction and details her activism to preserve Linnentown’s memory in Athens, GA. Learning this suppressed story strengthened the chapter’s resolve to take an active approach in representation, serving as a cornerstone of the chapter’s HIA.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Stories That Heal: Unmasking Misinformation and Promoting Awareness and Acceptance of Emotional Support Animals Alpha Upsilon Chi Chapter Central New Mexico Community College, Albuquerque Albuquerque, New Mexico THEME 7: Stories as Information, Misinformation, and Disinformation

ABSTRACT “Stories That Heal” explores the complex perceptions surrounding emotional support animals (ESAs) through rigorous research and community engagement. To fully immerse ourselves in the Honors Study Topic, “The Power of Stories,” our chapter met to carefully review the Honors Program Guide and selected Theme 7: Stories as Information, Misinformation, and Disinformation. Our team’s research and objectives included evaluating stigma, assessing the psychological and emotional benefits of ESAs, examining their influence on social functioning, and understanding perceptions among ESA owners. We conducted a comprehensive review of peer-reviewed sources such as Brooks et al. (2018), Carroll et al. (2020), Hoy-Gerlach et al. (2022), Kirnan et al. (2022), and Wlodarczyk (2019), which collectively highlighted both the positive impacts of ESAs on mental health and the societal misconceptions and legal ambiguities surrounding them. Our research revealed that ESAs greatly enhance emotional well-being, alleviate loneliness, and boost social functioning for individuals facing mental and emotional health challenges, and that societal doubts and inconsistent policies create barriers to their full acceptance and integration. In response to this issue, our team organized a communitybased ESA adoption and resource event in Albuquerque, engaging 32 organizations and numerous stakeholders, including animal welfare groups, veterinarians, mental health professionals, and volunteers (Figure 1, next page). The event successfully facilitated the adoption of 101 animals, provided over 90 vaccinations, distributed over $3,000 worth of pet supplies, and evaluated 84 individuals for ESA eligibility, generating referrals for ongoing support. Quantitative outcomes demonstrated tangible community benefits, while qualitative outcomes highlighted strengthened collaborative relationships and personal growth among team members. Members developed leadership, academic research methods, project management, and communication skills, which boosted their confidence and fostered a

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

We formulated the following research objectives:

Figure 1 sense of empowerment. The project deepened their understanding of community engagement and organizational dynamics, encouraging an ongoing commitment to continued service and leadership efforts (Figure 2). Overall, our project emphasized the importance of accurate storytelling and informed perceptions in shaping societal attitudes towards ESAs, promoting their responsible and beneficial integration into mental health strategies.

OBJECTIVES To become a member of our HIA team, chapter members were required to complete the PTK Research Edge course, which aimed to develop their academic investigative, problem-solving, and project management skills. To fully immerse ourselves in the Honors in Action study topic, The Power of Stories, our HIA team met to carefully review the HIA Honors Program Guide and selected Theme 7: Stories as Information, Misinformation, and Disinformation for our project. We began by compiling a list of topics that we believed much of the population might be misinformed about. We discussed each topic and decided to conduct our research on the mildly controversial topic of ESAs, which half of our HIA team had.

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To evaluate the stigmas surrounding emotional support animals.

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To assess the impact of emotional support animals on the psychological and emotional wellbeing of individuals with diagnosed mental and emotional health conditions.

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To examine how interactions with emotional support animals influence the social functioning of this population.

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To identify and analyze the moderating factors that affect the relationship between emotional support animal interactions and mental/emotional health outcomes.

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To explore the perceptions and experiences of individuals who have emotional support animals regarding the role they (ESAs) have played in managing their mental and emotional health.

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To provide recommendations for integrating emotional support animals into mental health support strategies based on empirical findings.

We decided to gather at least 15 sources, including two to four sources that conflicted with our opinion that individuals suffering from mental and emotional health issues greatly benefit from emotional support animals, to maintain objectivity in our research, reflections, and conclusions. Our research process began by seeking out current, relevant, and peer-reviewed articles within Central New Mexico Community College’s extensive academic library database listings. We evaluated sources for credibility based on currency, relevance, authority, accuracy, and purpose. To ensure timely completion, we established a strict timeline that allowed us to finish our research in time for the action phase of our project and to reflect on whether we met our objectives. Based on our research findings, our HIA team decided that our course of action would be to advocate for and promote awareness of the benefits of ESAs within our community. We developed the following action and collaboration objectives for our project: •

Reach out to local animal welfare groups (Four Corners Animal Alliance, Animal Humane New Mexico, Watermelon Mountain Ranch, New Mexico Animal Friends) to discuss the HIA project and explore partnership opportunities.

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Gather support and build contacts within these organizations to collaborate on a project that

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

supports our academic research on ESAs. •

Meet with all collaborators to develop a coordinated plan of action for the project.

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Maintain communication with all project collaborators throughout the planning and action process.

As plans came together to organize and host an ESA adoption and resource event in Albuquerque on Saturday, November 15, 2025, we developed the following action and collaboration objectives for the event: •

Identify animal rescue groups willing to provide adoptable pets.

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Collaborate with veterinarians to offer free or low-cost vaccines and medical care for pets.

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Secure donations of pet food and supplies from supporting organizations.

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Engage mental health professionals from Presbyterian Healthcare Services to conduct evaluations and provide ESA letters.

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Use the $600 grant from the Andrew W. Mellon Foundation to purchase treats and toys for pet gift packs and cat litter for the event.

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Assist with the planning, setup, execution, and breakdown of the event to ensure its success.

ACADEMIC INVESTIGATION Our credible research on ESAs focused on multiple facets to ensure a comprehensive understanding of their role and impact on individuals with mental health problems, as well as the societal and legal frameworks surrounding their legitimacy. To evaluate the stigmas surrounding ESAs, we examined Carroll et al. (2020), which discusses laws, ethical considerations, and societal perceptions, revealing both support and skepticism about their legitimacy. The article discusses federal laws, such as the Fair Housing Act, which provides certain rights for ESA owners, while also addressing challenges related to misuse, fraud, and the distinction between ESAs and service animals. To assess their impact on mental and emotional wellbeing, Brooks et al. (2018) and Hoy-Gerlach et al. (2022) provided systematic reviews and longitudinal data demonstrating that ESAs significantly improve psychological health, reduce stress, and foster social functioning among individuals with mental health challenges. The Brooks et al. (2018) review found that support from animals often provided emotional comfort, reduced feelings of loneliness, and

Figure 2 improved mood and self-esteem. Many participants reported that animals helped them cope with symptoms of conditions like depression and anxiety, fostering increased social interaction and a sense of purpose. The Hoy-Gerlach et al. (2022) study found that participants experienced significant improvements in emotional regulation, social functioning, and overall mental health after engaging with their ESAs. The presence of animals provided comfort, reduced feelings of isolation, and helped manage symptoms associated with mental health conditions. The findings suggest that ESAs can be a valuable complementary intervention for supporting the psychological and emotional well-being of individuals with serious mental health challenges. We examined Kirnan et al. (2022), which provides qualitative insights into college students’ perceptions and experiences with ESAs. The study found that students view ESAs as important sources of comfort, companionship, and stress relief, positively impacting their mental health. However, it also revealed inconsistent campus policies and unclear guidelines, causing confusion and concerns about ESAs’ legitimacy and management. Overall, the research emphasizes the need for clearer policies to effectively facilitate the use of ESAs in college mental health programs. Wlodarczyk (2019) was included to analyze debates over the legitimacy and boundaries of ESAs

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

assists pet owners with medical care and pet supplies/ necessities, and local veterinarians who provided free or low-cost pet medical services, that they believed would be eager to partner with us.

Figure 3 compared to service animals, with a focus on societal and legal controversies. The article examines how perceptions, laws, and cultural narratives influence the recognition of animals in supportive roles, highlighting tensions between human needs and animal rights. It discusses how animals are considered legitimate support providers in some contexts but face skepticism in others, revealing the complex politics involved in defining and certifying emotional support animals across species boundaries.

CONCLUSIONS Based on these findings, we concluded that our research supports integrating ESAs into mental health strategies, with recommendations for policy improvements and a better understanding of individual needs. These sources collectively informed our objective to critically evaluate both the benefits and challenges associated with emotional support animals, promoting a balanced and evidence-based perspective. We determined that the “action” portion of our HIA project should support the use and acceptance of ESAs within our community.

ACTION We contacted several local animal welfare groups, including the Four Corners Animal Alliance, Animal Humane New Mexico, Watermelon Mountain Ranch, and New Mexico Animal Friends, to discuss our HIA project research and evaluate potential partnership opportunities. The supportive response we received from all these organizations was overwhelming. Many had contacts within other organizations, such as Arwin’s Attic, a foster-based rescue organization that

All collaborators met via Zoom in September to determine a plan of action to support our project. It was decided that together we would host an ESA adoption and resource event in the Albuquerque metro area on Saturday, November 15, 2025. Collaborators mainly communicated via email, with occasional Zoom meetings before the event. Animal rescue groups provided adoptable pets, local veterinarians offered free or low-cost vaccines and medical care, organizations donated pet food and supplies, and five mental health professionals from Presbyterian Healthcare Services were available to conduct evaluations and provide ESA letters. Our chapter contributed by using the $600 HIA grant received from the Andrew W. Mellon Foundation and PTK to purchase treats and toys for pet gift packs, as well as cat litter for the event. We also assisted with the planning, setup, execution, and breakdown of the event (Figure 3).

IMPACT A total of 32 organizations and businesses participated in the Emotional Support Animal Adoption and Resource event, including animal welfare groups, animal adoption and fostering agencies, pet food and supply resources, veterinarians, local pet stores and businesses, mental health professionals, and volunteers. Collectively, 101 animals were adopted: 63 dogs/puppies and 38 cats/kittens. Over 90 pets received vaccinations. Attendees received over $3,000 in free pet food and supplies, including training pads, litter, leashes/harnesses, travel carriers, and toys. Mental health professionals evaluated 84 individuals for emotional support animal letter eligibility and acquired a significant number of referrals for future services. Overall, the event was a tremendous success that significantly advanced our goal of educating the community about the vital role of emotional support animals in promoting mental and emotional well-being as well as providing resources and support to ESA owners. Our qualitative outcomes surpass our quantitative results, highlighting the strength of the relationships built with our collaborators and the personal growth of HIA team members. Involved members enriched their scholarly development through participation in the PTK Research Edge professional development course and active engagement in the project’s research process. Additionally, team members experienced significant personal and professional growth, developing leadership skills, academic research methods,

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

project management, teamwork, communication, and problem-solving skills, which boosted their confidence and competence. The team developed as leaders within the college and community, motivated by their collaborative efforts and a strong desire to continue serving and making a positive impact. Their dedication exemplifies how small acts of service create meaningful community impact. The project deepened their understanding of community engagement, collaboration, and organizational dynamics, crucial for their future careers, fostering a sense of empowerment, responsibility, and achievement that motivates ongoing involvement in campus and community initiatives.

RESOURCES Bro oks, H. L., Rushton, K., Lovell, K., Bee, P., Walker, L., Grant, L., & Rogers, A. (2018). The power of support from companion animals for people living with mental health problems: A systematic review and narrative synthesis of the evidence. BMC Psychiatry, 18(1). https://doi. org/10.1186/s12888-018-1613-2 Brooks et al. (2018) conducted a comprehensive analytical review to explore the impact of companion animal support on individuals with mental health problems. Their study highlighted the positive influence animals can have in providing emotional support, reducing feelings of loneliness, and improving mental well-being. The review synthesizes diverse evidence, emphasizing the potential of animal-assisted interventions as complementary strategies in mental health care, while also noting the need for further research to understand mechanisms and best practices. Car roll, J. D., Mohlenhoff, B. S., Kersten, C. M., McNiel, D. E., & Binder, R. L. (2020). Laws and ethics related to emotional support animals. Journal of the American Academy of Psychiatry and the Law, 48(4), 509–518. https://doi. org/10.29158/jaapl.200047-20 Carroll et al. (2020) provided a thorough examination of the legal and ethical considerations surrounding ESAs, highlighting the complexities of legislation, rights, and responsibilities of individuals and service providers. The article discusses key issues, such as the distinction between ESAs and service animals, regulatory frameworks, and potential challenges related to discrimination, access, and misuse. This analysis offers valuable insights for mental health professionals, legal practitioners, and policymakers involved in the regulation and ethical management of ESAs, emphasizing the importance of balancing individual needs with legal standards.

Hoy- Gerlach, J., Vincent, A., Scheuermann, B., & Ojha, M. (2022). Exploring benefits of emotional support animals: A longitudinal pilot study with adults with serious mental illness. Human-Animal Interaction Bulletin. https://doi. org/10.1079/hai.2022.0016 Hoy-Gerlach et al. (2022) investigated the potential benefits of emotional support animals (ESAs) for adults with serious mental illness through a longitudinal pilot study. The authors analyze the impact of ESA companionship on various factors, including well-being, symptoms, and social functioning, over a specified period. The study’s pilot nature suggests it’s intended to inform future, largerscale research, highlighting potential ESA benefits and the need for further investigation into the longterm effects of this intervention. Kirna n, J. P., Shapiro, A. R., Mistretta, A. J., Sellet, M., Fotinos, G., & Blair, B. (2022). Emotional support animals supporting college students’ mental health and well-being: A qualitative analysis exploring practices, policies, and perceptions. Journal of American College Health, 72(6), 1864–1875. https://doi.org/10.108 0/07448481.2022.2095871 Kirnan et al. (2022) conducted a qualitative study exploring the role of ESAs in supporting the mental health and well-being of college students. Through interviews, the authors investigated students’ perceptions, practices surrounding the use of ESAs, and institutional policies related to ESAs. The study provides valuable insights into the lived experiences of students with ESAs, offering a nuanced understanding of the complexities and potential challenges associated with this support system within the college environment. Wlod arczyk, J. (2019). When pigs fly: Emotional support animals, service dogs and the politics of legitimacy across species boundaries. Medical Humanities, 45(1), 82–91. https://doi. org/10.1136/medhum-2018-011625 Wlodarczyk (2019) examines the social and political dimensions of ESAs and service dogs, analyzing how their legitimacy is constructed and contested across species boundaries. The article argues that the perceived value and acceptance of these animals are not inherent but rather are shaped by cultural and societal norms. The author explores the power dynamics and ethical considerations surrounding the use and recognition of animals as therapeutic agents, highlighting the complexities of human-animal interactions within healthcare and social support.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

From Spreaders to Skeptics: Reclaiming the Narrative Through Research-Informed Digital Literacy Kappa Nu Chapter College of Central Florida Ocala, Florida THEME 7: Stories as Information, Misinformation, and Disinformation

ABSTRACT Our Kappa Nu chapter’s Honors in Action Project examined the spread and prevention of misinformation through the lens of this year’s Honors Study Topic, focusing on how storytelling shapes belief, emotion, and information sharing. Drawing on recent interdisciplinary research in information science, education, and digital literacy, our investigation revealed that misinformation functions as an emotionally charged narrative and that one-time educational interventions are insufficient for lasting impact. Guided by these findings, our chapter designed a reinforced, multi-stage action initiative focused on awareness, prevention, and digital resilience. This initiative included developing and distributing a concise “Quick Guide: How to Spot and Stop Misinformation,” collaborating with the College of Central Florida’s Information Security Manager, and delivering a high-impact educational presentation at our October General Meeting and Induction Ceremony, which reached approximately 350 attendees. Rather than serving as a standalone solution, this event functioned as an entry point within a broader researchinformed educational strategy. Quantitative outcomes include engaging approximately 350 attendees and distributing over 150 Quick Guides, while qualitative outcomes reflect increased awareness, confidence in evaluating sources, and engagement with information ethics. A follow-up survey scheduled for March 2026 will assess longer-term changes in digital literacy and awareness. By intentionally linking scholarly research to reinforced educational action, this project demonstrates how evidence-informed design can translate academic insight into meaningful community impact.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

OBJECTIVES Research Objectives: To ensure a rigorous and research-driven Honors in Action Project, members of the Kappa Nu chapter engaged in structured preparation aligned with Phi Theta Kappa’s Honors framework. Chapter members completed PTK’s Research Edge and attended the PTK Honors Institute to strengthen foundational research skills and deepen understanding of the current Honors Study Topic. Guided by the Honors Program Guide, the chapter selected a relevant Honors Study Theme, developed a focused research question, and appointed a Research Responder to coordinate data collection, analysis, and documentation. The research process was grounded in the identification and analysis of five high-value academic sources that provided both theoretical and empirical perspectives on misinformation and storytelling. Our research was guided by the following questions: •

How can information, misinformation, and disinformation be clearly defined and distinguished?

•

What role does storytelling play in shaping the creation and spread of information, misinformation, and disinformation?

•

What psychological and societal impacts result from the spread of misinformation and disinformation? How can individuals and institutions effectively identify and counter misinformation and disinformation through education and digital literacy?

Kappa Nu’s research examined the origins, effects, and prevention of misinformation within the broader context of information and storytelling. Through academic investigation, we aimed to clarify distinctions between information, misinformation, and disinformation; analyze how narrative and emotional engagement influence belief formation; and evaluate the psychological and social consequences of false information. Informed by this research, we also explored evidence-based strategies for countering misinformation through education, emotional awareness, and digital literacy. The ultimate purpose of this research was to transform scholarly insight into meaningful action by equipping our campus community with critical awareness, emotional resilience, and practical tools for responsible engagement with digital media—directly informing the design of our Honors in Action initiative.

College of Central Florida offers equal access and opportunity in employment, admissions and educational activities. For inquiries regarding nondiscrimination policies contact the Title IX Coordinator at 352-2914410 or Compliance@cf.edu. Visit CF.edu/TitleIX for details.

Figure 1 Action and Collaboration Objectives: Guided directly by our research findings—particularly evidence that misinformation operates through emotionally charged narratives and that one-time educational interventions are insufficient for lasting impact—our chapter designed a multi-stage action initiative focused on awareness, prevention, and digital resilience. Rather than treating a single event as a standalone solution, we intentionally structured our action as an entry point within a broader, reinforced educational strategy. As the initial phase of this intervention, our chapter utilized the October General Meeting and Induction Ceremony as a high-impact educational setting to introduce core concepts of misinformation, emotional manipulation, and source verification. This event reached approximately 350 attendees, including students, faculty, and family members, providing wide exposure to the research-informed principles underlying our project. To ensure credibility and real-world relevance, we collaborated with Mr. Jason Griffits, the College of Central Florida’s information security manager, whose professional expertise in cybersecurity and information ethics allowed us to translate complex research findings into accessible, practical guidance for students. This collaboration was

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

selected deliberately, as our research emphasized the importance of trusted institutional voices in countering false narratives. Recognizing that sustained learning requires reinforcement beyond a single presentation, our chapter developed and distributed a concise “Quick Guide: How to Spot and Stop Misinformation” (Figure 1). This guide functioned as a durable educational tool, allowing participants to revisit key strategies such as fact-checking, emotional awareness, and source evaluation over time. By pairing immediate exposure with take-home materials, our action design directly reflected research indicating that repeated engagement strengthens resistance to misinformation more effectively than isolated instruction. To further extend the impact of our initiative, we incorporated a delayed assessment component through a follow-up survey, scheduled for March 2026. This survey is designed to evaluate changes in students’ awareness, confidence in identifying misinformation, and understanding of emotional manipulation, aligning outcome measurement with the cognitive and emotional dimensions identified in our research. Additionally, collaboration with the information security office helped embed the project within existing institutional structures, promoting continuity beyond the lifespan of a single student-led event. While long-term, sustained interventions represent the ideal approach to combating misinformation, such initiatives often exceed the logistical scope of a community college chapter. Rather than viewing these constraints as limitations, our chapter treated them as design parameters. By prioritizing highimpact entry points, reinforced educational tools, and institutional collaboration, we maximized our reach and continuity within realistic conditions. This approach demonstrates how evidence-informed research can be translated into meaningful, practical action, completing a deliberate research-to-action cycle that reflects the core values of the Honors in Action framework.

ACADEMIC INVESTIGATION McDowell (2021) argues that structured data alone is insufficient for complete understanding because it lacks the human context necessary to transform facts into meaning. Stories address this limitation by linking data and information to lived experience, revealing causality, intention, and consequence. Through narrativization, information acquires emotional and cultural resonance, allowing it to circulate more widely and remain memorable. [SL3.1] In this sense, stories function not merely as vessels of knowledge

but as translators that integrate factual content with human experience. However, this same narrative power that enhances learning also explains why misinformation—false stories presented as truth— exerts such a profound influence in the digital age. Building on this framework, Rau and Premo (2025) define misinformation as factually inaccurate information, regardless of intent, and distinguish it from disinformation, which is deliberately disseminated with malicious aims. Both forms are harmful because they distort beliefs, erode institutional trust, and shape decision-making in domains as critical as public health and democratic participation. Importantly, the authors emphasize that exposure to false information can leave lasting cognitive traces even after corrections or retractions, demonstrating that misinformation operates not simply as isolated error, but as a narrative force that embeds itself in memory. The broader consequences of this phenomenon are evident at both societal and global scales. Diepeveen and Pinet (2022) document how misinformation undermined vaccine confidence during the COVID-19 pandemic, contributed to political violence surrounding the U.S. Capitol attack, and fueled persecution of vulnerable populations in Myanmar. They further highlight its disproportionate impact on youth, who encounter misinformation rapidly through social media yet often lack the tools to distinguish falsehood from credible sources. Because misinformation exploits emotion and identity, it intensifies polarization by reinforcing “us versus them” narratives. When combined with structural inequalities and algorithmic amplification—where echo chambers magnify divisive content—misinformation becomes a self-perpetuating force that entrenches social and political divides, illustrating why countering false narratives is an “excruciatingly complicated challenge” (Diepeveen & Pinet, 2022). Addressing this challenge requires both cognitive and emotional strategies. In “Learning to Identify Fake News and Digital Misinformation,” Goodman and Ord (2025) demonstrate that the most effective resistance to misinformation emerges not solely from formal instruction, but from sustained habits of questioning developed through both formal and informal learning. Effective practices include cross-checking sources, interrogating underlying motives, and recognizing financial or political incentives embedded in content. Equally critical is emotional self-awareness, the ability to recognize when one’s reactions are being intentionally triggered. This integration of digital literacy and emotional intelligence equips individuals to resist manipulation more effectively than technical fact-checking alone.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 2 Finally, Nygren and Efimova (2025) show that educational interventions against misinformation are most effective when they are long-term, sustained, and reinforced over time. Their classroom studies reveal that students who repeatedly engaged in retrieval practice and used digital verification tools demonstrated stronger, more durable abilities to distinguish credible information from misleading content. These findings suggest that one-time lessons are insufficient; instead, misinformation resilience must be cultivated through embedded, ongoing pedagogical approaches.

CONCLUSIONS This investigation reveals a central paradox at the heart of misinformation: the same narrative power that enables stories to embed knowledge and meaning can also be weaponized to spread falsehoods. While misinformation and disinformation distort facts and exploit emotion and identity, their persistence exposes the limitations of technical corrections alone. Effectively countering these harms requires a holistic approach that integrates critical digital literacy, emotional intelligence, and sustained educational interventions. By equipping individuals— particularly youth—with both the cognitive tools to evaluate sources and the emotional resilience to resist manipulation, societies can begin to reclaim the power of narrative for constructive ends. In doing so, storytelling can be restored to its role as a vessel

for understanding and truth, rather than a conduit for division.

ACTION Our research directly informed the service and action components of our project on misinformation and digital literacy, revealing that misinformation spreads most effectively when individuals lack both emotional awareness and fact-checking skills. Consistent with these findings, our chapter designed a campus-wide educational campaign focused on awareness, prevention, and digital resilience, structured as a reinforced, multi-stage intervention rather than a standalone event. As part of this strategy, we developed and distributed a concise “Quick Guide: How to Spot and Stop Misinformation” at multiple campus events (Figure 2), providing participants with a durable resource to revisit key strategies, including source evaluation, emotional trigger recognition, and responsible information sharing. To serve as an initial point of engagement, we also utilized our October General Meeting and Induction Ceremony as a high-impact educational setting to introduce these researchinformed concepts to a broad audience. Our featured collaborator, Mr. Jason Griffits, the College of Central Florida’s information security manager, contributed expert insight into how

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

misinformation is created, amplified, and shared online. We intentionally selected this collaboration based on our research, which emphasized the importance of trusted institutional voices in countering false narratives and enhancing credibility. His participation added depth and authenticity to our outreach, engaging more than 350 attendees, including students, faculty, and families—and fostering sustained conversations about information ethics and digital responsibility. Together, these actions transformed our academic research into a cohesive educational initiative that emphasized both immediate awareness and ongoing reinforcement, aligning our service efforts with the cognitive and emotional dimensions identified in our research.

IMPACT The outcomes of our Honors in Action Project reflect both the reach of our educational efforts and their alignment with the research that guided our action design. Because our research emphasized that misinformation spreads through emotional engagement and repeated exposure, we evaluated outcomes using both quantitative participation data and qualitative indicators of awareness and confidence. Quantitatively, our October General Meeting and Induction Ceremony reached approximately 350 participants, including students, faculty, and family members. In addition, more than 150 digital and printed copies of our “Quick Guide: How to Spot and Stop Misinformation” were distributed across multiple campus events, extending the project’s impact beyond a single point of contact. A follow-up survey scheduled for March 2026 will assess changes in students’ confidence in identifying misinformation, their awareness of emotional manipulation, and their use of fact-checking strategies over time. Qualitatively, the project increased campus dialogue surrounding misinformation, digital responsibility, and information ethics. Students reported greater awareness of how false information spreads and increased confidence in questioning sources. Collaboration with the College of Central Florida’s Information Security Office enhanced the project’s credibility and encouraged continued engagement. For chapter members, the project fostered growth as scholars and leaders through experience in research, collaboration, and translating academic findings into community action. Together, these outcomes suggest that when digital literacy initiatives address both the cognitive and emotional

dimensions of misinformation, they can meaningfully strengthen awareness and resilience within a campus community, completing the Honors in Action research–action–impact cycle.

RESOURCES Die peveen, S., & Pinet, M. (2022). User perspectives on digital literacy as a response to misinformation. Development Policy Review, 40(S2), 1–16. https:// doi.org/10.1111/dpr.12671 Diepeveen and Pinet (2022) examine youth perspectives on misinformation during the COVID-19 pandemic, highlighting how misinformation is perceived as interconnected with digital inequality, echo chambers, and cybersecurity concerns. Their analysis emphasizes that young people view digital literacy as extending beyond fact-checking to include data literacy, digital citizenship, and agency in resisting misinformation. The authors argue that effective interventions should empower youth through participatory and context-sensitive approaches rather than relying on top-down informational correction. Goo dman, R., & Ord, J. (2025). Learning to identify fake news and digital misinformation: Lessons for educators. Educational Review, 77(1), 214–233. https://doi.org/10.1080/00131911.2024.2357117 Goodman and Ord (2025) analyze how individuals develop the ability to detect fake news and digital misinformation, challenging the effectiveness of traditional, formal instruction. Their findings suggest that informal learning processes, particularly selfawareness, source cross-checking, and recognition of emotional triggers, play a more significant role in building resistance to misinformation than classroombased approaches alone. The authors argue that incorporating critical pedagogy, including attention to surveillance capitalism and underlying power structures, can strengthen formal education and foster more durable digital resilience. McD owell, K. (2021). Storytelling wisdom: Story, information, and DIKW. Journal of the Association for Information Science and Technology, 72(10), 1223–1233. https://doi. org/10.1002/asi.24466 McDowell (2021) argues that many information science frameworks emphasize individual meaningmaking while overlooking collective and socially constructed experiences. By introducing the S-DIKW framework, McDowell demonstrates how storytelling integrates data, information, knowledge, and

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

wisdom into coherent narratives shaped by cultural context and human intention. The article positions storytelling as a fundamental form of information that not only conveys facts but also embeds them in shared meaning, emotion, and social understanding. Nygr en, T., & Efimova, E. (2025). Investigating the long-term impact of misinformation interventions in upper secondary education. PLoS ONE, 19(7), 1–24. https://doi.org/10.1371/journal. pone.0326928 Nygren and Efimova (2025) evaluate the long-term effectiveness of multiple educational interventions aimed at combating misinformation, including pre-bunking games, fact-checking workshops, and disciplinary literacy training. Their findings demonstrate that while short-term improvements in misinformation discernment are possible, these gains often diminish over time, and students do not consistently adopt verification practices. The authors conclude that effective misinformation education must be sustained, reinforced, and adaptive, incorporating retrieval practice and digital tools to support long-term resilience rather than relying on one-time instructional approaches. Rau, M. A., & Premo, A. E. (2025). Systematic review of educational approaches to misinformation. Educational Psychology Review, 37, 43. https:// doi.org/10.1007/s10648-025-10012-8 Rau and Premo (2025) synthesize findings from 107 educational interventions targeting misinformation across domains such as misinformation effects, lie detection, information literacy, and fraud prevention. Their review highlights substantial variation in how misinformation education is defined and implemented, as well as a lack of consistent long-term evidence across interventions. The authors argue that the most promising approaches combine cognitive skills, such as critical thinking and fact-checking, with transferable competencies that enable learners to adapt to new and evolving misinformation contexts. They emphasize the need for interdisciplinary, sustained strategies to build durable public resilience against misinformation.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Healing Through Listening: Why Patient Stories Matter in Healthcare Alpha Xi Beta Chapter College of Southern Nevada, Charleston Campus Las Vegas, Nevada THEME 1: Why We Tell Stories ABSTRACT This Honors in Action Project explored the Honors Study Topic, The Power of Stories, through Theme 1: Why We Tell Stories, with a specific focus on storytelling’s role in healthcare. Our chapter conducted interdisciplinary research examining narrative medicine, patient recovery, and lived healthcare experiences guided by the research question, “Why is storytelling in healthcare important to understanding patients?” Our research revealed that storytelling is essential to human experience because it fosters empathy, builds trust, improves communication, and leads to more patient-centered care. Credible sources demonstrated that listening to patients’ stories enhances diagnostic accuracy, improves health outcomes, and reduces healthcare worker burnout. At the same time, our research identified ethical concerns surrounding the misuse of personal narratives, emphasizing the importance of consent, sensitivity, and respectful representation. Based on these findings, our chapter identified a community need for intergenerational storytelling spaces where lived experiences, particularly related to healthcare, could be shared safely and meaningfully. In response, we partnered with local senior living facilities to collect personal narratives from residents about healthcare journeys, resilience, and life experiences. These stories were then reflected upon and shared with younger students through an educational outreach initiative, creating a cycle of listening, learning, and advocacy. The impact of this project was both measurable and meaningful. Seniors reported feeling heard and valued, while students and chapter members gained a deeper understanding of empathy, ethical storytelling, and patient advocacy. Ultimately, this project demonstrated how storytelling serves as a powerful bridge between research, service, and leadership, upholding why stories remain essential to human experience, and has the potential to elicit important discussions in college and community forums.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

OBJECTIVES The primary objective of our research was to understand why storytelling is essential in healthcare and how listening to patient narratives improves understanding, trust, and outcomes. Specifically, our chapter aimed to investigate how personal stories impact patient-provider relationships, encourage individuals to share their healthcare experiences, and analyze the role of narrative medicine in fostering inclusive and compassionate care. The key objective of this project was to connect individuals from different backgrounds through storytelling and shared healthcare experiences, emphasizing how stories create understanding across generations and communities. Understanding and highlighting patient narratives is crucial to healthcare, as it directly affects a person’s well-being and trust in healthcare providers. Furthermore, we wanted to know why a patient’s voice is important and how their voices can be amplified and shared. The project’s completion was planned out in three phases: •

In-depth, credible research and developing a guiding research question grounded in the Honors Study Topic.

•

Implementing an action project informed by our research conclusions, including the collection of healthcare narratives through community collaboration.

•

Intentional reflection and evaluation of the project’s research findings, action outcomes, and member growth. The reflection objectives aimed to address whether diverse experiences in healthcare were expressed throughout our research.

The objectives for drawing conclusions from the research phase of our project were to learn how personal stories can affect both those receiving and those giving healthcare. Our action objectives were to create a respectful platform for seniors to share healthcare-related life stories, foster intergenerational understanding and empathy, translate research findings into real-world advocacy and education, and ensure ethical storytelling practices rooted in consent and compassion. Collaborators were selected based on alignment with our research conclusions, including senior assisted living facilities and educational institutions.

ACADEMIC INVESTIGATION Our research centered on the question: Why is storytelling in healthcare important to understanding

patients? This question connects directly to the Honors Study Topic, The Power of Stories, and the overarching question of Theme 1: Why are stories essential to the human experience? Academic research on narrative medicine revealed that storytelling allows healthcare providers to see patients as whole individuals rather than symptoms or diagnoses. Studies demonstrated that storytelling improves communication, promotes empathy, and enhances emotional healing, particularly for patients experiencing trauma or long-term illness. Our primary interview with a hospice nursing director reinforced these findings. He emphasized that understanding a patient’s life story – including housing stability, safety, and personal values – encourages patient engagement and builds trust. Patients are more likely to follow treatment plans when they feel heard and respected. Moreover, our research included a contrasting perspective that addresses the misuse of lived-experience narratives, highlighting ethical risks such as coercion, misrepresentation, and emotional harm. This perspective strengthened our conclusions by emphasizing the need for consent, sensitivity, and trauma-informed practices.

CONCLUSIONS Fundamentally, our research concluded that storytelling is essential because it humanizes healthcare, empowers patients, and fosters compassionate and ethical relationships. These conclusions directly informed our action phase of the project, as it led our chapter to pursue an initiative that will allow people to have their healthcare experiences be heard and accurately represented. By learning about the need for accurate and meaningful representation in healthcare experiences, our chapter realized the importance of patients’ stories being heard by others.

ACTION Influenced by our research, our chapter implemented a two-part action project: Part 1: Senior Home Interviews We partnered with local senior living facilities to conduct respectful interviews with residents about their healthcare experiences, resilience, and life stories. Chapter members practiced ethical storytelling by ensuring consent, compassion, and confidentiality. We interviewed a group of seniors and asked about their unique experiences and perspectives on healthcare. One senior, Sally, shared her positive experiences with medical professionals, yet she wished her doctors would listen to her heart and take the time to get to know her, rather

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 1

than focusing solely on treating her. Another senior, Patricia, believes that medicine often feels like trial and error, saying people are practicing medicine because it feels like an experiment. She wishes healthcare providers would listen to her better. All the seniors who were interviewed expressed feeling valued, heard, and empowered. From this interview, chapter members gained insight into these unique experiences related to healthcare and developed a deeper understanding of the firsthand issues, concerns, and desires patients have regarding healthcare. Part 2: School Visit and Educational Outreach Chapter members reflected on these stories with younger students at a local elementary school, discussing empathy, listening, and caring for others. The first-hand stories were retold to 5th-grade students, who were a part of their elementary school’s own honor society called Junior Lighthouse. (Figures 1, 2) The seniors’ stories were captured and portrayed in an engaging, interactive presentation to ensure their experiences were accurately told and represented. After listening to these stories, students were encouraged to respond through written letters and messages of kindness, reinforcing the importance of stories across generations. Letters contained colorful decorations and positive messages of encouragement written by students. The final action involved delivering these handmade letters back to the seniors at the senior living facility. The chapter members would give each senior they interviewed a personalized letter, and the members reflected on the lessons and stories they learned from the seniors.

Figure 2

IMPACT Quantitatively, the project involved multiple senior interviews, student discussions, and chapter reflection sessions. A total of eight seniors were interviewed, and their stories were shared with 20 students. The students heard about these different experiences in healthcare and created a total of 45 cards that were given back to the seniors. Qualitatively, the impact was evident in the communities our chapter has influenced. Seniors shared feelings of belonging and validation after the initial visit. Many of them later felt a sense of joy and felt heard upon reading the cards made by students. Some examples of the shared communication that took place include messages like “all people should be heard” and “thank you for being brave and sharing your story,” which were written by students after they heard the stories of the seniors (Figure 3). On the other hand, students demonstrated more empathy and awareness of unique healthcare challenges. One instance of this occurred when a school child explained their family’s unique experiences with healthcare to their classmates after hearing the seniors’ stories. Classmates began to take turns sharing their own families’ experiences with healthcare. Additionally, by learning about different narratives in healthcare, students were influenced and encouraged to share their own stories, fostering opportunities for closeness and a deeper understanding of their classmates. This allowed students to improve their relationships with one another and with the community, as they learned to be considerate and compassionate towards

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

others who may be going through hardships. Chapter members grew as scholars and leaders by applying research ethically and engaging in informed service. The members learned the importance of providing a platform and uplifting others to share their experiences. This project strengthened our appreciation for storytelling as both an academic subject and a lifelong tool for advocacy, service, and human connection.

RESOURCES Bro oks, S. P., Zimmermann, G. L., Lang, M., Scott, S. D., Thomson, D., Wilkes, G., & Hartling, L. (2022). A framework to guide storytelling as a knowledge translation intervention for health-promoting behaviour change. Implementation Science Communications, 3(1). https://doi.org/10.1186/ s43058-022-00282-6 This secondary source demonstrated how storytelling can effectively translate complex health information into meaningful, behavior-changing messages, reinforcing storytelling as an evidence-based intervention. By providing a structured framework for developing, testing, and evaluating story-based interventions, the article demonstrates that storytelling is not only engaging but also a practical, evidence-based method for achieving meaningful health outcomes. B. Gr eenlee, personal communication, October 12th, 2025. This primary interview with Brian Greenlee, Director of Nursing from Southwest Medical Hospice, provided firsthand insight into how understanding patient stories builds trust, improves engagement, and enhances holistic care in hospice and other medical settings. He describes that, as a healthcare professional, if you take the time to understand a patient, then they will be more likely to engage with you regarding their healthcare needs. He believes that healthcare workers could take a measure by recalling a patient’s story or words from a previous visit. This would allow the patient to feel that the healthcare system or provider is invested in their overall health, not just treating them temporarily. Gur ney, L., Chung, V., MacPhee, M., Chan, E., Snyman, C., Robinson, J., Bertoli-Haley, S., & Baron, E. (2023). Exploring the impact of storytelling for hospitalized patients recovering from COVID-19. Healthcare, 11(4), 589. https://doi.org/10.3390/ healthcare11040589 This primary source involves a study that highlights storytelling’s role in emotional recovery and importance in rebuilding for patients experiencing trauma. Researchers found that storytelling promoted emotional healing, reduced anxiety, and helped patients rebuild a sense of identity after a period of uncertainty. The stories

Figure 3 also provided valuable insights for healthcare workers to better understand patients’ psychological needs and improve communication. Loy, M ., & Kowalsky, R. (2024). Narrative medicine: The power of shared stories to enhance inclusive clinical care, clinician well-being, and medical education. The Permanente Journal/Permanente Journal, 28(2), 1–9. https://doi.org/10.7812/tpp/23.116 This secondary source connects storytelling to inclusivity, clinician well-being, and medical education, emphasizing how storytelling strengthens connections between patients and healthcare professionals. The source also reveals that in education, narrative medicine helps future healthcare professionals develop compassion, ethical awareness, and interpersonal skills necessary for patient-centered care. Yeo, C ., Rennick-Egglestone, S., Armstrong, V., Borg, M., Franklin, D., Klevan, T., Llewellyn-Beardsley, J., Newby, C., Ng, F., Thorpe, N., Voronka, J., & Slade, M. (2021). Uses and misuses of recorded mental health lived experience narratives in healthcare and community settings: Systematic Review. Schizophrenia Bulletin, 48(1). https://doi. org/10.1093/schbul/sbab097 This secondary source examines the benefits and ethical challenges of using lived-experience mental health narratives in healthcare and community settings. While authors identify risks such as misrepresentation, coercion, and potential harm to narrators and audiences, they ultimately emphasize that when narratives are collected shrewdly and ethically, storytelling strengthens patient voice, trust, and person-centered care.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Embedding Ethics: Information Literacy in a Digital Labyrinth Alpha Mu Mu Chapter Community College of Denver Denver, Colorado THEME 7: Stories as Information, Misinformation, and Disinformation ABSTRACT Since the debut of ChatGPT to the general public in November of 2022, higher education has been experiencing an information crisis fueled by the rapid integration of Generative Artificial Intelligence (GenAI) into students’ everyday research practices and by how they are exposed to and discern misinformation online. In response, our project examined the shared responsibilities of administrators, faculty, and students in this transformation. While many institutions have updated academic integrity policies in reaction to GenAI, our research revealed a need for more proactive, embedded approaches that cultivate ethical usage habits and strengthen foundational digital literacy skills. Our secondary research emphasized that skills such as lateral reading (the practice of verifying information by consulting multiple external sources rather than reading from a single page), source evaluation, and critical thinking, foundational to traditional research, are equally essential for navigating AI-generated content and assessing the credibility of news and information in an increasingly algorithmdriven environment. The story of AI in higher education is raising concerns about a changing information infrastructure. Guided by these findings, our action component focused on developing adaptable workshop materials that model how higher education institutions (HEIs) can implement hands-on instruction to promote ethical AI practices and combat misinformation and disinformation. By integrating these practices across curricular settings, institutions can create shared learning environments that reinforce responsible AI usage and empower students to critically evaluate both humanand machine-generated information.

OBJECTIVES Our research objectives were to: •

Identify expectations and establish a framework for intentional research by reviewing the Honors Program Guide.

•

Investigate the narrative of AI in higher education and how it connects to overall information literacy through a thorough review of the literature.

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•

Apply lateral reading and source evaluation methodology to all levels of information consumption.

•

Analyze research conclusions to identify key issues or opportunities that can be addressed through our project’s action components.

•

Synthesize interdisciplinary research findings to guide and support the design of digital competence workshops and proposed HEI initiatives.

•

Design and propose an evidence-based action plan, including adaptable workshops and resources, to support HEIs in embedding digital literacy and fostering critical thinking and engagement with online information.

•

Strengthe our work through sharing it with fellow scholars.

The Alpha Mu Mu chapter’s action and collaboration objectives centered on transforming our research findings about AI narratives in HEIs into practical tools to combat misinformation by fostering critical thinking and digital literacy. We aimed to design adaptable digital literacy workshop materials that could be tailored and embedded across a wide range of curricular settings, regardless of discipline (Figures 1, 2, and 3). To accomplish this, our chapter intended to collaborate with faculty, specifically a professor willing to integrate our workshop into their classroom, as well as with students in higher education to assess realworld reception and pilot the educational experience. Our overarching objective was to model how HEIs can integrate ethical generative AI practices into instruction through purposeful collaboration among students, faculty, and administrators.

ACADEMIC INVESTIGATION Our chapter started the project by studying the 20242025 Honors Study Topic, The Power of Stories, and exploring how narrative shapes understanding, belief, and behavior. We were drawn to Theme 7, which examines how stories act as avenues of information, misinformation, and disinformation. As we evaluated current narratives shaping public discourse, we recognized that few are shifting as rapidly or continuously as the story of GenAI. This led us to our research question: How can HEIs collaboratively rewrite the narrative of GenAI from one focused on academic misconduct to one centered on ethical digital literacy? To build a foundation for intentional research, we consulted the Honors in Action handbook and conducted a structured literature review focused

Figure 1 on GenAI in higher education, information literacy, and the evolving digital information ecosystem. We read sources from multiple disciplines to ensure a holistic understanding of the discourse. Through our extensive investigation, recurring themes and foundational ideas emerged, which guided us as we tailored our workshop materials. Across sources, we found consistent evidence that AI is transforming how information is produced, accessed, and evaluated (Jaidka et al., 2025; Sundin, 2025). Researchers such as Olof Sundin highlighted how traditional research skills, also serving as core Library Information Studies (LIS) concepts – including search, sources, and evaluation – are strained by the immediacy and automation GenAI offers. It highlights how we’ve been moving toward convenience instead of integrity, providing quotes from technology executives that highlight their desire to move from “search engines” to “answer engines.” The main issue this poses is the invisibility of sources, which provide answers rather than links to investigate. We found that a recurring theme across the reviewed literature acknowledges a critical need for a collaborative approach in HEIs to combat the information crisis. Instilling digital literacy in students and leaders will prove more effective than detection methods, which fail to keep pace with the speed at which GenAI is learning and evolving to circumvent these detection systems. As explained by Bobula’s 2024 overview of AI in higher education, an effective solution to this issue is to instill digital literacy as a lifelong skill in students and faculty so that they can properly navigate these constant changes, whether they are considering sharing information on social media or using GenAI in their schoolwork. While pondering these ideas to propose our action component, we recognized that workshops that take these ideas, discuss them, and demonstrate how misinformation can intentionally or unintentionally be spread through social media and AI address the ethical concerns.

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navigate and influence the stories that define an evolving information landscape.

ACTION

Figure 2 Denia’s 2025 AI Narratives Model was crucial to our approach to designing such a workshop, with the suggestion that different levels of social perception arising from media portrayals of AI might be present among participants. We aimed to make our materials accessible for any level of familiarity and actively mentioned the idea of assistance over replacement throughout our workshops and discussions with participants. Another critical perspective that came from our literature review was that of Brenda van Wyk, who called attention to the inherent bias that GenAI has taken on due to the underrepresentation of certain societies, such as the Global South, in conversations around AI ethics. This presents an urgent need for inclusion and equity in the conversations and actions of HEIs and the public.

CONCLUSIONS Taken together, the sources we reviewed underscored the relevance of our chosen call to action: embedding digital literacy workshops and support in HEIs to proactively address the concerns raised in this story of a changing information infrastructure. The rapidly shifting narrative of GenAI reflects The Power of Stories in real time, shaping public perception and a need for institutional response. Across disciplines, researchers emphasized that detection-focused approaches cannot keep pace with technological change, while collaborative and equity-centered digital literacy initiatives offer a sustainable path forward. These insights sharpened our research question by highlighting HEIs’ responsibility to rewrite the prevailing narrative from one dominated by academic misconduct to one grounded in ethical engagement. They also directly shaped our action component. We developed workshop materials that make these ideas accessible, illuminate the processes by which misinformation spreads, and promote digital literacy as a lifelong skill, empowering participants to critically

Based on our research on AI narratives, digital literacy, and the interdisciplinary perspectives on misinformation, the Alpha Mu Mu chapter developed interactive digital literacy workshop materials to help students critically evaluate a variety of sources, including news media, social media, and AI-generated content. We developed all workshop materials to emphasize digital literacy, allowing participants to opt out of using AI if they choose while still being able to grasp transferable skills in source evaluation and critical thinking. We collaborated with our PTK advisor, Professor Brian Weaver, who allowed us to conduct the first workshop in his Intercultural Communication class. He guided us in evaluating our materials, ensuring they aligned with the course curriculum and met college standards. His students actively engaged in the workshop activity, using the TRAAP (Timeliness, Relevance, Authority, Accuracy, and Purpose/Point of View) test to evaluate sources they found while investigating a research question of their choice. Their participation in the exercise and the following discussion were essential to the workshop’s success. Our second workshop took place at the 2025 Colorado Community College System’s (CCCS) Student Leadership Conference, hosted at Front Range Community College. Student leaders from the 13 CCCS institutions participated, evaluating news media and AI-generated content while considering algorithmic influence in the variety of answers they received using the same search methods. CCCS provided the opportunity and accepted our proposal, allowing us to facilitate such a workshop, while the students’ engagement shaped discussions and applications of the skills. Both workshops improved participants’ ability to evaluate credibility, identify bias, and assess source reliability. Feedback indicated that the sessions are adaptable across courses and leadership programs, supporting broader adoption. This adaptability enables the workshops to be implemented across diverse classroom contexts while consistently reinforcing core digital literacy principles, resulting in meaningful long-term impact that extends beyond a single course or semester.

IMPACT The quantitative outcomes of our project included facilitating our workshops to 36 students and student leaders across two different environments, collecting 35 Google Form responses, and attending 6 digital literacy-related events both in-person and virtually over a period of three months. We were happy with

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

these numbers, which allowed us to have more involved conversations with participants to drive these concepts deeper for them as well as note their opinions or comments on the workshop materials. Our qualitative outcomes included participants’ feelings about digital and AI literacy, with some saying they wanted “nothing to do with” AI while others expressed interest or varying levels of familiarity. We also had all workshop participants indicate whether they’d share the sources they found through the activity with their friends and family, providing us with a measure of their confidence in different types of sources. Our chapter was able to effectively engage with members of our campus community and wider CCCS network to spark important discussions, demonstrate skills necessary to navigate today’s digital information landscape, and create materials to be used across HEIs and disciplines, highlighting the importance of critical thinking and digital literacy while engaging in connection and discussion amongst participants.

RESOURCES Bob ula, M. (2024). Generative artificial intelligence (AI) in higher education: A comprehensive review of challenges, opportunities, and implications. Journal of Learning Development in Higher Education, (30). https://doi.org/10.47408/jldhe. vi30.1137 Bobula’s 2024 overview of AI in higher education provides a foundational perspective on how generative AI is reshaping higher education, presenting both opportunities for transformation and challenges related to ethics and teaching. The identification of higher education as a key facet for negotiating AI’s role in the digital information landscape reaffirmed the steps that we were suggesting being taken within HEIs. This source was significant because it contextualized our project within the broader academic conversation about AI, allowing us to understand multiple perspectives in the discussion and how technology can be seen as both a threat and an opportunity to academic integrity. Bobula’s balanced perspective helped us articulate the need for collaboration among administrators, faculty, and students to move from a reactive or avoidant stance toward a proactive, ethical integration of AI in higher education. Den ia, E. (2025). AI narratives model: Social perception of artificial intelligence. Technovation, 146, 103266. https://doi.org/10.1016/j. technovation.2025.103266

Figure 3 Denia’s 2025 article presents the AI Narratives Model, a theoretical framework that categorizes social perceptions of artificial intelligence through the narrative types of transcendence, assistance, and apocalypse, and the broader frames of social progression and Pandora’s box. The study examines how these recurring narratives, rooted in media, culture, and collective imagination, shape public attitudes toward AI. Denia also distinguishes between the general, interested, and engaged publics, explaining how each group’s exposure to AI influences whether it is perceived with optimism, caution, or fear. This source was significant because it revealed where varying attitudes toward AI, both subconscious and explicit, may originate among stakeholders, and emphasized how education and institutional support can transform these perceptions. It deepened our understanding of the spectrum of media portrayals that inform public perception, helping us anticipate both the enthusiasm and anxieties individuals may bring when encountering our own proposed framework. Denia’s work reinforced our project’s argument that rewriting the narrative of AI in higher education requires promoting informed engagement and ethical digital literacy to shift public and institutional mindsets toward collaboration and empowerment. Jaid ka, K., Chen, T., Chesterman, S., Hsu, W., Kan, M., Kankanhalli, M., Lee, M. L., Seres, G., Sim, T., Taeihagh, A., Tung, A., Xiao, X., & Yue, A. (2025). Misinformation, disinformation, and generative AI: Implications for perception and policy. Digital Government (New York, N.Y. Online), 6(1), 1-15. https://doi. org/10.1145/3689372 This interdisciplinary framework (iGyro Project) by Jaidka et al. was critical because it addresses the global crisis in MDM (misinformation, disinformation,

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

and mal-information), describing its acceleration by GenAI. It allowed us to connect our ideas beyond the context of higher education, and moves beyond defining the problem to providing a practical conceptual model with three interconnected research spheres: 1) understanding MDM consumption through consumer behavior, 2) understanding the creation of MDM, and 3) actionable regulatory and policy strategies. This provided multiple perspectives directly supporting our project’s goal of embedding digital literacy in higher education curricula. It also provided us with key terminology and explanations of the technical workings behind GenAI, further deepening our understanding of how misinformation spreads through GenAI. This assisted us in doublechecking our proposed workshop materials to ensure that they consider the behavioral and technical factors in the dissemination of MDM. Crucially, this source confirms the necessity of enhancing digital literacy and critical thinking skills among consumers to navigate the complex digital information ecosystem, directly validating the methodology of our workshops. Sun din, O. (2025). Theorising notions of searching, (re)sources and evaluation in the light of generative AI. Information Research, an International Electronic Journal, 30(CoLIS), 291– 302. https://doi.org/10.47989/ir30CoLIS52258 Sundin’s approach of connecting Library Information Studies and GenAI was integral for confirming and redirecting the content we created for our workshop activities. The idea of search, sources, and evaluation as endangered foundational elements of research remained at the forefront of each workshop conducted and discussed. It also connected to our use of the TRAAP test as a way to instill a “detective mindset” into information consumers by encouraging them to always ask who is telling them information and what authority they have before they choose to accept, investigate, or deny it. This idea assisted us in reaching beyond AI into Van Wyk, B. (2024). Exploring the philosophy and practice of AI literacy in higher education in the global south: A scoping review. Cybrarians Journal, (73), 1-19. https://doi.org/10.70000/ cj.2024.73.601 Van Wyk provided us with invaluable insight into the inherent Western bias that GenAI takes when underrepresented societies are not considered in the development of AI or conversations about AI ethics. This perspective is crucial to ensuring we propose an impartial solution to a crisis that involves not

only those at the forefront of the discussion but also those not involved who should be. This allows future research to build on our ideas, while also addressing the larger issues of how to promote equity in access to technological resources and considering ways to equalize the representative countries in discourse around GenAI and AI ethics. Ultimately, this ensures that the story of GenAI is not written by a few but constructed collectively by the global communities it serves.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

A Century of Voices: Storytelling Builds Community at Holmes Community College Alpha Lambda Sigma Chapter Holmes Community College, Ridgeland Campus Jackson, Mississippi THEME 3: Ways Stories Are Told ABSTRACT Alpha Lambda Sigma’s Honors in Action project was grounded in the 2024-2025 Honors Study Topic, The Power of Stories, with a focus on Theme 3: Ways Stories Are Told. We developed the research question, “Can storytelling build community?” Our conclusions revealed that when cultural stories are not preserved, opportunities for community are diminished. These findings directly inspired our researchdriven HIA project. As Holmes Community College (HCC) approached its centennial year, we discovered a need for a complete narrative that reflected the lived experiences of its students, alumni, faculty, and staff. Thus, we created a 186page book spanning 100 years of HCC written records, oral histories, and photographs. We dedicated ourselves to creating this book through countless hours of data compilation and collaboration with faculty, administrators, and board of trustees members. The teamwork and leadership skills that we have built will benefit us throughout our lives. The experience of forming many local connections led us to appreciate the value of listening to cultural stories in our community and around the world. In addition to completing an initial print run of 24 copies of the book, we also created a universally accessible eBook. Additional distribution of the printed book is planned. By intentionally applying our research conclusions to a real-world action, our chapter demonstrated how storytelling not only preserves history but actively builds, sustains, and strengthens communities.

OBJECTIVES We created the following timeline to guide our research: •

By June 2025, complete Research Edge on PTK’s website, study the Honors Program Guide and decide on a theme, and find 20-25 sources that demonstrate different modes of storytelling.

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•

By early July 2025, develop a research question and visit a museum that tells historical stories.

•

By late July 2025, finalize Honors in Action research, select five key sources, and annotate them.

We created the following objectives to guide our action: •

Meet with the Director of Alumni Affairs, Katherine Ellard, to brainstorm ideas for telling the story of HCC and identify necessary project collaborators.

•

Access HCC archives to collect documented history by September 2025.

•

Create 20 interview questions to ask HCC students, faculty, staff, and alumni.

•

Interview 100 HCC students, faculty, staff, and alumni to collect stories of their experiences.

•

Write the HCC story and work with administration to ensure accuracy by the beginning of December 2025.

•

Collaborate with the marketing department to create a printed, bound book by mid-December 2025.

•

Present the completed project to the college president and college board of trustees members.

ACADEMIC INVESTIGATION Completing Research Edge gave us knowledge of the Honors in Action project and the research tools we needed to find credible sources. After discussing the project, we read, annotated, and considered sources on the themes provided before deciding on Theme 3: “Ways Stories are Told.” Each of our officers researched one of our three favorite forms of storytelling: literature, visual art, and first-person accounts (oral stories). Then, we came together to discuss our findings and narrow our sources to the five we considered most useful. After much discussion, we formulated the question: “Can storytelling build community?” We learned that all three modes of storytelling shared a common theme: building, perpetuating, or reuniting communities. Next, we wrote annotations for the sources, containing a summary, a statement of relevance, and a notable quote. Finally, we cited all sources in APA format. Peter Willis’ article “Scheherazade’s Secret: The Power of Stories and the Desire to Learn” helped us understand how literature, a written mode of storytelling, can be used to build community through

social reform. Willis explained how John Howard Griffin’s telling of his personal stories in his book Black Like Me persuaded readers to work toward fundamental societal shifts. Griffin tells his story of being abused when he, a white man, impersonated a black man during the 1950s. Reading this account of Griffin’s abuse caused many in the white community to empathize with Griffin, whereas they previously had ignored such treatment or even been abusers themselves. Our study of visual art as a means of storytelling found that art creates spaces for people to experience emotion and learn unheard stories in a personal and abstract way. Furthermore, we learned art builds an emotional bridge to fill a gap in experiences. It also creates new ideas around stories. We also learned about oral storytelling, which uses numerous visual and auditory cues from the narrator to engage the audience. These cues include eye contact, voice timbre, hand gesture, and facial expression. The audience interacts with the storyteller through their responses, such as laughter, gasps, or screams. We learned that the narrator and audience are connected through telling and hearing stories.

CONCLUSIONS In addition to our academic research, we expanded our knowledge of various modes of storytelling by visiting the Grammy Museum at Delta State University. We were able to experience music, photographs, literature, and memorabilia that together told the history of the Grammy Awards and the story of how music has evolved over the past 100 years. We learned that stories and the modes by which they are told can become powerful enough to influence how a community sees its past, present, and future. Because our research demonstrated that storytelling strengthens community bonds across generations, we concluded that HCC needed a history book that incorporates all three modes of storytelling. There was no time like the present to do so, as 2025 marked the centennial of the college’s founding.

ACTION Our research and visit to the Grammy Museum inspired us to tell HCC’s story. In late July, we met with Katherine Ellard, HCC coordinator of alumni affairs. She taught us how to use the HCC Archive Library, which provided us with every bulletin, yearbook, and newspaper article from 1925 to the present. She gave us a copy of an HCC history booklet, The Holmes Junior College Story of Fifty Years of Growth, that compiled the history from 1925 to 1975. This history contained mostly facts and

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was not the full story of HCC, nor did it contain any information past 1975.

producing a physical copy, we uploaded an eBook to the HCC website.

Compiling the information from the years 1975 to 2025 was a long process. We began by accessing the HCC archives to find the names of the faculty, staff, and Board members from each year. We created a Microsoft Excel document to list each name and the number of years served at HCC. The Excel document also included awards received by the college, employees, and students. Next, we wrote about the HCC presidents and included the buildings erected and the major events that affected the college during their tenures. These events included Hurricane Katrina and a massive tornado that damaged the gymnasium, cafeteria, and dormitories on the HCC Goodman campus.

As a final gesture with this project, we gave our 23 board of trustees members and our college president copies of our newly published book, 100 Years of Impact: The Story of Holmes Community College. He was so impressed with our product that he gifted all 344 employees of HCC a copy of our book. Through this act, the college president demonstrated exactly what we worked so hard to convey. Our book truly has become a real-world illustration of our research conclusion that storytelling not only preserves history but also actively builds community. While this project focused on a rural Mississippi community college, cultures worldwide can replicate our project in their local communities.

We decided to record interviews with students, faculty, staff, and alumni (including board members) so that oral history would be a part of our book. Before we conducted these interviews, we wrote a variety of questions. For example, we asked faculty questions about their favorite memories while working at HCC and impactful interactions with students. We asked alumni from each of the last five decades about how their experiences as an HCC student influenced their lives, what they believed to be their biggest contribution to HCC, and words of advice they would give to current students. We conducted face-to-face interviews with students and faculty at campus events. We also contacted alumni and staff through email to ask for more interviews. In total, our chapter received feedback from 115 participants, with numerous responses emphasizing there is “no place like Holmes.” After gathering all the materials for our book, we compiled our Excel document, interviews, and photographs into the 1975 to 2025 portion of the HCC story. Because we wanted to mirror the nostalgic tone of the first 50 years story, we included several heartfelt anecdotes from HCC employees and alumni. We collaborated with our HCC marketing team to put together a book detailing all 100 years of the HCC story. The story of the first 50 years was written on a typewriter, and it took considerable effort to convert it into a Microsoft Word document. We added missing information and modernized the book by including pictures and drawings. We then merged the information from the first 50 years with the information about last 50 years. The HCC multimedia specialist provided us with the tools necessary to publish a printed, bound book. Chapter officers worked with the HCC marketing department to develop a professional book cover. In addition to

IMPACT Our project produced a 186-page hardback book documenting 100 years of HCC history. In the process, we interviewed 63 faculty, staff, and alumni and 52 current HCC students. This is a total of 115 interviewees, who ranged in age from 16 to 94. Thirty-two of their personal stories appear in our book. We collaborated with 21 members of the college executive council, 23 board members, and three members of the marketing department. This is a total of 47 collaborators. We printed an initial 24 copies of the book for distribution. The college president gifted a copy of the book to all 344 HCC employees. Our chapter learned valuable research skills through completing the PTK Research Edge and using HCC archives. Chapter officers were trained to use Microsoft Excel to compile and sort information, a skill that will benefit us for the rest of our lives. We became better communicators and listeners while interviewing students, faculty, staff, and alumni. Chapter officers also gained valuable networking contacts throughout this process. We became confident leaders through collaboration with more experienced adults. We began this project by trying to answer the question, “Can storytelling build community?” While creating this book, we were astounded by the number of family lineages connected to the HCC community over the years. With this book, we bridged generations and exposed people to the community HCC has already built. We now value lifelong academic research and local service. In addition, our shared experiences writing this book solidified our friendship and teamwork. We formed a strong bond by navigating the highs and lows of composing 100 years of HCC history in six

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short months. We shared laughter and tears as we read old stories and saw familiar names. Throughout this project, we discovered that we had built our own community by creating a book meant to bring the HCC community together.

when the narrative was emotionally and rhetorically powerful. This source solidified our decision to include in our book personal narratives that would create connections between generations of narrators and readers.

RESOURCES

Salt marshe, E. (2018). Using story to change systems. Stanford Social Innovation Review. https://doi.org/10.48558/4FVN-0333

Butt erwick, S., & Roy, C. (Eds.). (2016). Working the margins of community-based adult learning. Sense Publishers. https://content.e-bookshelf.de/ media/reading/L-7819032-06ecb2af68.pdf This book discusses the use of different forms of art, including film, photography, dance, and weaving, to capture the stories of marginalized groups. The book describes marginalized individuals in different parts of the world who became part of communitybased learning groups. Art brought the adults in these learning communities from being acquaintances to having a deep understanding of each other’s experiences. This source inspired us to include visual art in our book because we felt it would provide our readers (who are slightly familiar with each other) with the same benefit that using art in adult learning groups provided for marginalized participants. Now ell, A. (2023). Oral storytelling and knowledge transmission in Upper Paleolithic children and adolescents. Journal of Archaeological Method & Theory, 30(1), 9–31. https://doi-org.ezproxy. holmescc.edu/10.1007/s10816-022-09591-5 This article makes clear that oral storytelling has been beneficial to people since the earliest recorded history. There has always been a connection between the audience and narrator. Studying this article taught us that all listeners experience similar physiological effects, such as simultaneous heart rate fluctuations. This synchronization unites the members of an audience, who are living the story together. This source prompted us to include personal stories in our book to help the readers feel the same emotions as the narrator. Oha d, T., & Yeshurun, Y. (2023). Neural synchronization as a function of engagement with the narrative. NeuroImage, 276, 120215. https:// doi.org/10.1016/j.neuroimage.2023.120215 This source helped us understand why narrators and audiences feel a sense of connection during storytelling. We learned that as listeners engage with compelling stories, their brains synchronize. Members of the audience feel a sense of being detached from the present and placed into the story. This study taught us that brain synchronization was highest

This article taught us how stories elicit change in a community and bring people together. It mentions three ways that stories can change systems: as a light, as glue, and as a web. Stories can be a light that promotes change and reveals issues, a glue that holds communities together and maintains connections, and a web that strengthens narratives or changes perceptions. This article was valuable because it convinced us to tell the story of HCC. Our college has been the light, the glue and the web for Central Mississippians for 100 years. Will is, P. (2011). Scheherazade’s secret: The power of stories and the desire to learn. Australian Journal of Adult Learning, 51, 110–122. Eric. ed.gov/EJ973635 This source was beneficial because it taught us about John Heron’s four modalities of learning and knowing. The first mode, “embodied sensation and feeling,” comes with the first feeling of newness or the understanding that one is experiencing something different. In the second mode, the “imaginal,” the listener contemplates new sensations and creates heartfelt imagery, leading to personal change and growth. In the third mode, “conceptual analysis and critique,” the listener begins to logically answer the difficult questions posed by the new sensations and imagery. In the final mode, “reflective action,” the listener begins to reflect on how they apply feeling, imagery, and logic to their life. We chose this source because it showed us how people are changed by stories, how they react to an emotionally powerful story, and the potential impact we could have through our story of HCC.

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Tales Over Treat: Alpha Lambda Phi’s Trick for Closing The Cultural And Literacy Gap Alpha Lambda Phi Chapter Joliet Junior College, Main Campus Joliet, Illinois

THEME 8: Fables, Folklores, and Fairytales ABSTRACT At Alpha Lambda Phi, diversity and inclusion are integral to the chapter’s mission. With the increasing cost of living and the mounting difficulties that minority and low-income families face, the team set out to use the theme The Power of Stories to support the development of underrepresented families. Following the current theme, the team used fairy tales as a catalyst for fostering crosscultural interaction and literary development for children within in-need communities. Careful research by the team exposed the powerful benefits inherent in fairy tales. Team members realized the effectiveness of fairy tales in multicultural and multilingual teaching, psychological growth, and literary development (Beiger, 1995; Bettelheim, 1976; Meier, 2003). Further demographic research surfaced the growing issues with child poverty and the literacy gap around Joliet. These discoveries inspired Alpha Lambda Phi to act by using the aforementioned benefits of fairy tales to alleviate the burden families face in providing literary material for their children. Leveraging the flexibility of fairy tales, the team organized a book drive campaign in collaboration with the annual Trunk or Treat event for Halloween. The event was a collaborative effort among multiple community participants, campus departments, and student bodies to make fairy-tale materials more accessible to families. The combination of eager participation from children and organizers’ enthusiastic contribution offered an exciting and engaging atmosphere that fulfilled the goal of social learning and community development.

OBJECTIVES The team initiated the project by spending the first two weeks reading laterally to discover which theme to pursue. Each member was assigned to present one possible direction based on two research articles. The following criteria were established for choosing the research theme: action’s feasibility, effectiveness, reach, and compatibility with Alpha Lambda Phi’s mission. Team

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 1 members agreed to choose Theme 8, which focuses on fairy tales, as the main focus for the project. Specifically, members focused on diving deeper into researching the multifaceted benefits of fairy tales on children and planned the research objectives as follows:

as a means to connect and familiarize children in underrepresented communities with the U.S. culture, to foster cultural integration and appreciation, and to provide greater opportunities for struggling families to improve their children’s literacy.

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Assign weekly readings to enhance members’ familiarity with existing literature about fairy tales.

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Construct a rough research question to ground the research effort.

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Review at least 25 research articles about the beneficial aspects of fairy tales.

After careful consideration, team members agreed on organizing Books and Boo as a collaborative effort from the school and the community. We chose the annual Trunk or Treat organized by the Office of Student Activities (OSA) as the main venue for the book drive since the event attracts a large number of children and parents. The team’s action objectives are as follows:

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Organize weekly meetings for research members to share findings and plan for future writing.

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Collect qualitative and quantitative demographic data about Joliet Junior College and the Joliet area to plan an appropriate action.

The preliminary research uncovered Joliet’s high poverty rate amidst a diverse set of populations, with 35% and 14% being Hispanic and Black respectively. Further discussions among team members and advice from college staff indicated that the population of immigrant- and foreign-born children around Joliet Junior College is relatively high. We recognize that many children born in non-native communities lack access to children’s literacy materials due to financial circumstances, language, and cultural barriers. To combat the issue, our action strives to use fairy tales

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Collaborate with the OSA and other school departments to help organize the book drive for the Trunk or Treat event.

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Apply for funds from Phi Theta Kappa for purchasing decorations and fairy tale books.

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Organize meetups for chapter members to work on building and decorating the book drive.

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Build boxes around campus for book donations. The goal is to collect at least 200 books from the JJC community.

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Use social media, posters, and word-of-mouth to engage JJC students in donating books and to advertise our campaign to the college.

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Talk to parents about our mission to heighten community awareness on the book distribution day.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

ACADEMIC INVESTIGATION Thorough reading and discussion led the team to formulate the main research question around the impact of fairy tales on children’s literacy and cultural learning. This research focuses special attention on three main areas of fairy tale academia: children’s psychology, language learning, and cultural teaching, before stating the urgent need for fairy tales in Joliet. Children’s Pychology and Fairy Tales Children’s psychological states are different than that of adults. Children act with curiosity and creatively question abstract and morally ambiguous ideas. However, the process of internalizing and comprehending mature topics by children often involves personal conflicts and anxiety. Betterlheim (1976) warned against the erroneous approach of imposing lessons on children based on the adult’s frame of mind. Mending the gap between the imaginative world of children and the world of adults, fairy tales act as a flexible playground for children to break down obscure concepts in the form of stories, in which fantastical characters exist as catalysts to deliver moral lessons that are suitable for children’s minds. Through fairy tales, children internalize lessons by witnessing consequences caused by characters’ decisions, by which children have a chance to face their fears and learn that there are always solutions to any problems. These studies emphasize the importance of fairy tales in fostering the healthy psychological growth of children. Cultural Diversity and Fairy Tales Cultural diversity has become more of a pressing issue that deserves attention, especially when the U.S. is the home of a wide range of communities and subcultures. The U.S. Census Bureau reveals that the U.S. now hosts over 1300 language groups. Many have urged for storytellings that encapsulate diversity into the traditional framework. Meier (2003) argues for the implementation of cultural diversity in literature, noting that “many people of color have written movingly about the difference it made in their intellectual lives to discover literature by other people of color” (p. 247). Therefore, when fairy tales resonate with the children’s cultures, they gain a better appreciation of the morality of the story and the diversity around. Alexander and Morton (2007) designed a project that exposed elementary children to many versions of Cinderella and reported that “students were more interested in their own cultures as well as learning about diverse cultures” (p. 41). These findings offer strong precedent to use fairy tales as a means to educate children in the cultural sense. In particular, the team reviewed Banks’ (1999, as cited in Alexander & Morton, 2007) model of multiethnicity, of which the first level focuses on introducing children

Figure 2 to different cultures via special occasions. This research project aims to implement the first level of the Banks’ model to prepare a solid foundation for children to be more engaged in discussions about inclusion and diversity in the future. Language Development and Fairy Tales The enhanced cultural appreciation also translates to a closer affinity to languages, since cultural comprehension and language development are two sides of the same coin. The engaging atmosphere inherent in fairy tales dissipates the apprehension children have when they learn a second language and, thus, bolsters the language acquisition process. When incorporating the multicultural model in the classroom using fairy tales, Baldo (2019) observed that “the use of features such as rhymes, metaphors and repetitions are very helpful for language learning” (p. 19). From this result, the team strives to use fairy tales as an engaging platform for children in the community to practice and learn more about the languages around them.

CONCLUSIONS Literacy Gap, Income Disparity, and the Need for Fairy Tales in Joliet The difference in literary competency among various ethnicities and socioeconomic groups has been a persistent issue. Reardon et al. (2012) pointed out that while the gap in reading comprehension has narrowed in the last half-century, significant differences exist for first- and second-generation immigrants and among different socioeconomic classes. On a local level, Joliet has a wide range of immigrant and Hispanic populations, with Black, Hispanic, and Asian accounting for 43% of the

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 3 demographic. Children who immigrated or were born in a non-English-speaking family are also often put at a financially disadvantaged position. On the other hand, the city is affected by higher income disparity and poverty rate; the rate of children living in poverty in Joliet is 11%. These facts reveal the literary gap that lurks among vulnerable communities in Joliet, as many families lack the means to properly nurture their children’s reading skills. These issues call for a solution to help alleviate the struggle of those families to provide their children with healthy development. Based on previous research on the benefits of fairy tales, we propose arranging a “Books and Boos” as a cheap and effective solution.

ACTION The HIA team used the conclusions from the research as guidelines for planning and developing Books and Boos. The campaign lasted for a month, from September 18th to October 16th. The event’s success was attributed to community participation, guidance and collaboration from the school and staff, and eager contributions from members of the Alpha Lambda Phi chapter. The team began the action with the book-collecting phase, during which it reached out to the OSA to determine how best to collaborate on book collection and distribution initiatives. For marketing initiatives, team members collaborated with the school library, school newspaper The Blazer, the office of student activities, and the Tutoring and Learning Center to put out posters and use multiple outlets, including social media, for advertising (Figure 1). On book distribution day, the event started with students from the Center of Multicultural and Access welcoming families with playful music. The OSA helped parents and children traverse the ground, the JJC Police Department maintained the security

and order, and members from student government dressed up in colorful costumes to interact with children. The team organized a candy trunk next to the book tables, offering a wide range of fairy tale collections donated by numerous students from the college (Figure 2). Team members and volunteers were stationed at the trunk and the book tables to hand out treats with fairy tales. What energized the team’s effort was seeing how eager and enthusiastic children were to receive not just candies but also books as valuable treats. Other members and volunteers were assigned to coordinate parents and children traveling through the station. Further discussion with parents revealed that they were eager to support the mission of increasing accessibility of fairy tale material, among whom was a young couple who confided: “We want to save money, and fairy tales have never been at the top of our priorities, so it’s good to see you guys doing all of this.” The couple’s comment resonates with the general sentiment that many families in Joliet face. We understood that a significant number of households around Joliet could not take advantage of the benefits of fairy tales. The outcome of the event inspired the team to consider a potential long-term workshop, where we want to leverage fairy tales not merely as a touchpoint, but as a sustainable medium for children in struggling families to grow and be immersed in diversity and literature through long-term interaction. We observed that the response from the community was positive, which would serve as a favorable sign for any future endeavor.

IMPACT During the weeks of organizing the event, the chapter witnessed an increase in engagement from chapter members. Ten members actively participated in the planning process, all of whom also made significant

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

contributions in providing research materials. The team surpassed the research objective by collecting 26 research articles in total. Focused discussions during research meetings enriched members’ knowledge of the benefits of fairy tales, informed members about issues around campus, and inspired members to proactively take action to tackle any community challenges. We received 284 fairy tale books donated by students and staff on campus. We used 310 dollars from the funds provided to acquire more books, and the remaining for the purchase of drop-boxes, candies, and decorations. On the book drive day, 484 books were available, of which 367 books were handed out to children. The team donated the remaining books and decorating materials to a local philanthropic organization, MorningStar, to help in their mission to provide for homeless and low-income families around Joliet. Tally from team members shows that there were more than 300 children who showed up at the book drive, 100 percent of whom picked up at least one book after receiving candies. At least 30 percent of families were observed to be from immigrant and Hispanic backgrounds. 100 percent of family members surveyed were supportive of the endeavor to enrich child literacy and were appreciative of the team’s effort in making fairy tales more accessible. The project is a chance for members to exhibit leadership skills through active participation in planning, organizing, and timely completion of the project’s timeline. The event provides a stage where members learn the value of collaboration with college departments, experts, and community members to achieve a common good and how to work effectively in a team environment. Being involved in the research helps members grow as scholars and learn how to combine practicality with academic excellence. Concluding the event, the chapter is committed to honoring children’s development and community service as a noble pursuit and a lifelong endeavor.

RESOURCES Ale xander, L. B., & Morton, M. L. (2007). Multicultural Cinderella: A collaborative project in an elementary school. School Libraries Worldwide, 13(2), 32-45. https://research.ebsco.com/c/ s74cpk/viewer/pdf/2jv3tmjwfn?route=details Alexander and Morton created a multicultural curriculum in Egypt Lake Elementary School. From this research, the team learned the importance of vicarious interventions in children’s development by using fairy tales to help children internalize ethnic

inclusion and cultural diversity. Bal do, C. G. (2019). Multicultural education in the CLIL primary classroom through fairy tales [Master’s thesis, University of Oviedo]. Repositorio Institucional de la Universidad de Oviedo. https://digibuo.uniovi.es/dspace/ handle/10651/51402 Baldo implemented the CLIL framework, in which multicultural fairy tales serve as a catalyst for integrating language learning into children’s education. This project inspired the team’s effort in using fairy tales as a language tool to help children from foreign and immigrant backgrounds learn English. Bet telheim, B. (1976). The uses of enchantment: The meaning and importance of fairy tales. Alfred A. Knopf. Bettelheim analyzed fairy tales from psychoanalytical perspective. The author maintained that fairy tales help children grow psychologically by providing a sandbox in which to face their innermost anxieties. This research offered another example of how pivotal fairy tales are to children’s development. Mei er, T. (2003). “Why can’t she remember that?” The importance of storybook reading in multilingual, multicultural classrooms. The Reading Teacher, 57(3), 242-252. https://www. jstor.org/stable/20205351?sid=primo&seq=11 Meier stressed the importance of using storybooks that connect to children in the learning context. She offered insight and multiple anecdotes that support how the connection in storybooks to children’s identity can foster learning, and thus how important it is to use multicultural fairy tales in helping children learn about diversity. Rea rdon, S. F., Valentino, R. A., & Shores, K. A. (2012). Patterns of literacy among U.S. students. The Future of Children, 22(2), 17–37. http://www. jstor.org/stable/23317409 Reardon et al. analyzed statistics on the literacy gap among children from different ethnicities from primary school to grade eight. Combined with the demographic data from Joliet, this paper revealed the urgency in addressing this competency gap among children from various backgrounds and different socioeconomic classes.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Two Nations, One Land: The Divergent Paths of the Cherokee and American Frontiersmen Alpha Iota Chi Chapter Northeast State Community College Blountville, Tennessee THEME 2: Perspectives Shape Stories ABSTRACT How does the story of a local massacre become lost to history? In our research on the 1789 Flint Creek Massacre, the Alpha Iota Chi (AIC) team began by asking the overarching question for Theme 2: “Perspectives Shape Stories” of the Honors Study Topic, The Power of Stories. We quickly discovered that in the case of this massacre, our overarching question differed slightly. Rather than ask “In what ways do perspectives shape stories people share” (p.14), we needed to answer in what ways do perspectives shape stories people do not share? The 1789 Flint Creek Massacre occurred at the present-day site of Lamar Alexander Rocky Fork State Park in nearby Unicoi, Tennessee. During this little-known event, John Sevier and his men killed 145 members of the Cherokee Nation. In addition to having no prior knowledge of the massacre, we had previously understood Sevier only as Tennessee’s first governor and a celebrated Revolutionary War figure. Initial research revealed that the massacre took place during the Chickamauga Wars (1776–1794), yet detailed accounts were scarce. This project re-examines those wars to present a balanced historical narrative of the conflict between EuroAmericans and the Cherokee Nation in East Tennessee, including the events surrounding the Flint Creek Massacre. Traditional accounts often favor the Euro-American perspective, portraying the Cherokee as “savages” (Kirk, 2013). We set out to challenge this framing, and we prioritized seeking approval from the Eastern Band of Cherokee Indians before moving forward with the project. We partnered with the Rocky Fork Park manager and Friends of Rocky Fork to support their application for a Hard Rock Band Together $100,000 grant. As part of this partnership, we produced an informational video highlighting the need for funding to create a museum-quality visitor center interpreting both the massacre and the park’s natural environment.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

To increase public awareness, the team produced a historian-vetted article for Rocky Fork State Park’s visitor center, the college’s Tennessee History OER, and the Basler Library’s Reclaiming the Past database. We presented our findings to the college and community during Native American Heritage Month and will present again in March 2026 at Rocky Mount Historic Site during the 250th anniversary of the Declaration of Independence. By offering a multisided analysis, this project enriches understanding of American, Tennessee, and Cherokee history and promotes a more nuanced view of East Tennessee’s foundational conflicts.

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OBJECTIVES

Action Objectives: •

Produce a balanced, accurate, and synthesized history of the Flint Creek Massacre.

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Submit completed research to academic historians for vetting before presentation and publication.

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Present One Land, Two Nations: Divergent Paths of the Cherokee and American Frontiersmen at Northeast State during Native American Heritage Month (Nov. 10, 2025) and at Rocky Mount Historic Site in March 2026 for the 250th anniversary of the Declaration of Independence.

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Submit the vetted article “One nation, two lands” for publication in the Tennessee History OER, the Reclaiming the Past database, and, upon faculty recommendation, the Tennessee Encyclopedia.

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Provide the article and accompanying promotional video to Friends of Rocky Fork State Park as the historical foundation for their new visitor center.

Our research objectives were to: •

Establish a strong research foundation by completing Research Edge, consulting history faculty, and defining a methodology for studying the Flint Creek Massacre.

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Consult at least 30 sources to investigate core questions: What happened at Flint Creek? Why do perspectives differ? Why is this event largely unknown?

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Form research teams to analyze the late 18thcentury regional context, including Cherokee political structures and Euro-American motivations.

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Examine Cherokee–Euro-American interactions, treaties, land acquisitions, and the corruption that fueled division.

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Study key precursor events, especially the Kirk Family Massacre.

Collaboration Objectives: •

Work with community college and university historians to vet our research and engage them to publish the article in the Tennessee History OER.

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Partner with the Eastern Band of Cherokee Indians to ensure cultural accuracy and approval of our research approach. Coordinate with our college’s Basler Library to publish Two Nations, One Land in the Reclaiming the Past: The Truth about Tennessee database.

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Team with our Leadership, Enrichment, Access, and Discovery (LEAD) Center staff to present our findings during Native American Heritage Month.

Support Friends of Rocky Fork by providing vetted research and a promotional video for their Hard Rock Band Together $100,000 grant application to help fund its future museumquality visitor center.

ACADEMIC INVESTIGATION During our research phase, the team focused on Theme 2 to develop a historically grounded project. We invited Northeast State Professor of History Dr. David Toye to a chapter meeting. He presented an opportunity: Rocky Fork State Park needed a research-based account of the 1789 Flint Creek Massacre of the Cherokee for its new visitor center. We had not heard of the massacre. This gap prompted questions: What happened at Flint Creek? Why did it occur? Why had it been forgotten? With guidance from history faculty, we refined our work to support Rocky Fork’s and the college’s educational missions and to understand this event of national, regional, and local importance. Understanding the Flint Creek Massacre required examining Cherokee–Euro-American relations. Early sources were almost entirely Euro-American, including the only firsthand account by John Sevier, who portrayed the Cherokee as aggressors preparing to attack him. Sevier claimed he marched to Flint Creek after learning “the enemy were collecting in a considerable body […] with an intention to attack me” (The Augusta Chronicle

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

When North Carolina agreed to cede western lands, Tennessee Valley supporters declared independence and formed the State of Franklin, electing Sevier, known as the “scourge of the Cherokee” (Broadwater & Kickler, 2019), as governor. Franklin pursued expansion into Cherokee homelands, deepening divisions within the Cherokee Nation. The Overhill Cherokee sought diplomacy to limit violence over encroachment. The Chickamauga, fearing cultural destruction, chose resistance. Chickamauga War Chief Dragging Canoe declared, “As for me, I have my young warriors about me, we will hold our land” (Faulkner, 2013, p.8).

Figure 1 and Gazette of the State, 1789). Yet historian John Brown (1971) writes that Chickamauga war chief John Watts had established his winter base there for defensive purposes. No Cherokee-authored written histories from the period survive because Cherokee knowledge was transmitted orally, and thousands of knowledge keepers were killed during the late eighteenth century.

Harsh treaties further escalated tensions. The Treaty of Hopewell (1785), the first between the U.S. and an Indigenous nation, set boundaries requiring the Cherokee to surrender large areas in exchange for Euro-American protection. Faulkner (2013) writes that a year later, Euro-Americans forced the Cherokee at gunpoint to sign the Treaty of Coytoy (1786), requiring additional land cessions and acceptance of the condition that “…if you kill any more of our people, we will come down and destroy the town […] if our people have killed any of your people since we came down, you must blame your bad men for it, for we do not know your bad men when they are in the woods” (Treaty Between Franklin [state] and the Cherokee Nation, 1786). A turning point came in 1788, when settler John Kirk returned home to find 11 family members killed. Blaming the Cherokee, Sevier sent James Hubbard, acting commander in his absence, to retaliate. Hubbard lured peaceful Overhill Chiefs Old Tassel and Abram under a false flag of truce and allowed Kirk’s son to kill them. Their murder reunited the Cherokee, prompting Overhill and Chickamauga communities to declare open warfare on the Franklinites (Faulkner, 2013). In the winter of 1789, Sevier learned that Chickamauga War Chief John Watts was encamped at Flint Creek. After locating the camp, he launched a dawn attack using a grasshopper cannon and gunfire from above. The Cherokee responded with heavy fire, forcing Sevier to order hand-to-hand combat, resulting in the deaths of 145 Cherokee and five Franklinites. After the massacre and the 1792 death of Dragging Canoe, the Chickamauga declined. Over the next 50 years, eight treaties stripped the Cherokee of more land, culminating in the Treaty of New Echota and the forced removal known as the Trail of Tears.

To address this absence, we extended our research to the Revolutionary War era. Euro-American settlers occupied land west of the Appalachians in violation of the British Proclamation of 1763. The Cherokee allied with the British, hoping they would enforce the proclamation. Settlers ignored restrictions, viewing Cherokee land as unclaimed. Cultural misunderstandings deepened tensions. Cherokee land was sacred and held communally; “purchasing” land was understood as leasing, not permanent transfer (Faulkner, 2013). Fraudulent treaties and exploitation contributed directly to the Chickamauga Wars.

CONCLUSIONS

As we studied this conflict, John Sevier emerged as a central figure. His rise to power intertwined with regional instability, including the State of Franklin.

We concluded that the Flint Creek Massacre is significant to American, Tennessee, Cherokee, and local history. Narratives of the Revolutionary War

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

rarely acknowledge the Cherokee-British alliance, and accounts of Cherokee/Euro-American conflict often overlook Cherokee perspectives and treaty violations. Our research shows that Euro-Americans repeatedly broke agreements to promote economic interests. This context remains largely absent from public memory, making events like Flint Creek essential to recovering a more accurate history.

ACTION Our project focused on uncovering and sharing the little-known local 1789 Flint Creek Massacre, in which 145 Cherokee were killed. Our goal was to increase community awareness and support a fuller, more accurate history. Upon completing our research, we questioned why such a significant episode in both local and national history was absent from Tennessee History classes and why information about it remained so limited. We concluded that this moment has long been told primarily from a Euro-American perspective. Historical studies tend to emphasize massacres in which Euro-Americans were the victims rather than the aggressors. For example, the Kirk Family Massacre is extensively documented, while Flint Creek is often framed as a Euro-American victory. Sevier himself celebrated the event, writing that “we have buried 145 of their dead […] Our loss is very inconsiderable” (The Augusta Chronicle and Gazette of the State, 1789). In response, we sought to raise awareness of the broader Euro-American and Cherokee conflict by: (1) composing a balanced narrative of the events leading up to the massacre, the massacre itself, and its aftermath; (2) submitting the article for vetting by historians; (3) presenting our findings during Native American Heritage Month and again at Rocky Mount Historic Site in March 2026; (Figure 1) and (4) submitting our article for inclusion in Northeast State’s Tennessee History OER text, the Basler Library’s Reclaiming the Past database, and as the historical centerpiece for Rocky Fork’s new visitor center. To build this narrative, the chapter organized research teams to investigate the broader context. One team examined events leading up to Flint Creek (Figure 2); another explored fraudulent treaties and escalating tensions; a third researched the Kirk Family Massacre and the subsequent murder of peace-seeking Overhill Cherokee under a flag of truce. Together, these events culminated in the Flint Creek Massacre and its aftermath, which marked the destruction of remaining Cherokee land claims in Tennessee. Our final document, “Two Nations, One Land: Divergent Paths of the Cherokee and American Frontiersmen,” is the first article to center

Figure 2 the perspectives of those involved and trace the events before, during, and after the 1789 massacre. Recognizing the limitations of the surviving record— which contains no Cherokee-authored accounts—we contacted the Eastern Band of Cherokee Indians to seek approval for moving forward with a history drawn entirely from frontier and colonial sources. After meeting with Angelina Jumper, chair of the cultural institutional review board, we received approval to proceed and continued our work while acknowledging the inherent bias in the available sources. Throughout the project, we partnered with the Rocky Fork Park manager and Friends of Rocky Fork to support their application for a Hard Rock Band Together $100,000 grant. We traveled to Rocky Fork and produced an informational video highlighting the need for funding to create a museum-quality visitor center. We next submitted our article to Northeast State history faculty and East Tennessee State University Historian Professor Lee, who approved it as free of historical inaccuracies after recommended revisions. Additional historians praised the project’s clarity, accuracy, and alignment with current trends in interpreting American history through both Indigenous and Euro-American perspectives. To share this history with the college and community, we collaborated with the LEAD Center to present our findings during Native American Heritage Month, using a panel format and administering pre- and post-surveys to assess impact.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Figure 3

IMPACT Quantitative Outcomes: We produced an 18-page historian-vetted article, “Two Nations, One Land,” that was accepted for Tennessee History OER and the Library’s Tennessee history database. We presented research at the LEAD Center seminar with 20 attendees and measured the impact of our presentation via pre- and post-surveys: pre-event surveys indicated that 60% of participants had never heard the story of the Flint Creek Massacre. Thirteen percent of participants knew some details about the massacre. The postevent survey responses showed 100% of participants learned “a lot more” or “somewhat more” about the massacre. Seventy percent of participants reports that their understanding of early American/regional history increased. Sixty percent of participants reported greatly increasing their understanding of Native American perspectives on history. We collaborated with Friends of Rocky Fork to complete the Hard Rock Band Together $100,000 grant application. It required a recorded video for submission, also suitable for use in the new visitor center. Qualitative Outcomes: Written feedback showed significant growth in empathy, critical thinking, and recognition of diverse perspectives. Participants shifted from knowing

“nothing” about the event to describing its broader implications, including its connection to later landtaking treaties, cultural trauma, and the persistence of stereotypes. Many comments reflected a deeper understanding of Cherokee–Euro-American relations and a more critical view of how history is constructed and remembered. Impact on Our Chapter: The project strengthened our skills in research, teamwork, event planning, and community engagement. As we learned more about Sevier’s role in frontier conflicts, we recognized how traditional accounts often muddy Cherokee perspectives. Ultimately, we discovered that the Cherokee were fighting to preserve their land and culture, a struggle that reshaped our understanding of regional history and the importance of telling it fully. We deepened our understanding of implicit bias in historical narratives. By learning about our region’s history and the varying perspectives, we noted the power of stories—that responsible storytelling is not just an ethical choice but a force that bridges cultural divides and confronts misunderstandings that fuel conflicts over land and resources (Figure 3). Our research confirmed that perspectives shape stories people share and influence those stories people choose not to share. Indeed, “[s]tories tell us who we are as people and societies” (Edwards, 2024, p.11). As such, it is our responsibility to uncover silenced histories like the Flint Creek Massacre. For in the words of Spanish

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

philosopher George Santayana, “[t]hose who cannot remember the past are condemned to repeat it.”

RESOURCES Bar ksdale, K.T. (2009). The lost state of Franklin: Americans first secession. The University Press of Kentucky. Barksdale provided details about the short-lived State of Franklin and its connection to Sevier’s rise to military and political power and its impact on the Cherokee decline. Bro adwater, J. & Kickler, T.L. (2019, March 27). North Carolina’s revolutionary founders. UNC Press Books. This collection of essays includes accounts of women, freedmen, and Native Americans, whose narratives illuminated the important roles of marginalized peoples in the Revolutionary South. Fau lkner, C.H. (2013). Massacre at Cavett’s Station: Frontier Tennessee during the Cherokee Wars. University of Tennessee Press. Faulkner provides both Cherokee and EuroAmerican perspectives about the events leading up to and following the Flint Creek Massacre, serving as a model for conducting balanced research regarding land, treaties, and the resulting conflicts. Geo rgia, “The Augusta Chronicle and Gazette of the State. (Augusta [Ga.]) 1789-1806, May 02, 1789, Image 3,” Usg.edu, no. 1789/05/02 (2025), info:lccn/sn82015220.[SL4.1] This primary source provides Sevier’s celebratory report of the Flint Creek Massacre and his disputed justification for the attack. Trea ty between Franklin [state] and the Cherokee Nation (1786). Documenting the American South. https://docsouth.unc.edu/csr/index.php/ document/csr18-0192. This primary source, the Treaty of Coytoy, required the Cherokee to surrender vast expanses and revealed to us the ways in which new treaties, allegedly signed at gunpoint, violated existing treaties.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

40 Years, 40 Stories, 40 Days Alpha Mu Chi Chapter Northeast Texas Community College Mount Pleasant, Texas THEME 5: Preserving Stories ABSTRACT Last year’s Honors in Action project helped inspire this year’s project. Last year, the chapter collected local folktales and created a film, which was shown at the Texas Folklore Society on April 18. The overwhelmingly positive reception and the statewide organization’s recognition of the lack of awareness about the uniquely rural region of northeastern Texas prompted the chapter to ask why so few stories about this watery and tree-filled rural area had been recorded and shared. We learned about printed materials that celebrated Northeast Texas Community College’s (NTCC) twenty-fifth anniversary. As college students who deeply appreciated and were grateful for the opportunities provided by one of the youngest community colleges in the state, we wanted to preserve stories about the college. We settled on “40 Stories, 40 Years, 40 Days,” which meant a specific number of interviews and a tight deadline to meet to post them. We wanted to collect a broad spectrum of stories reflecting varied experiences from a wide variety of people. Through discussions and training with award-winning journalists and historians, we developed a set of common questions to ask individuals, inspired by the Smithsonian Institution’s recommended best practices. Recommendations came from students and employees regarding individuals to interview for the project. Schedules had to be synchronized between interviewers and interviewees to conduct the oral interviews, as some interviews spanned time zones and were conducted virtually. The collected footage had to be stored and edited before being released to the public. A dedicated YouTube channel was created to host the project. As a state National Endowment for the Humanities (NEH) “minor grant” made last year’s project possible, the chapter sought to aim higher and requested a “major grant” this year for more funds for the ambitious project. Due to government changes, the grant proposal advanced

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

to the first stage of approval before the NEH shut down completely. That closure and the resulting loss of funds could have led to the stories not being preserved. The chapter recognized that funding is a key factor in preserving stories. The chapter chose to seek alternative ways to fund and complete the project. The chapter learned that flexibility and adaptability are key factors influencing the preservation of stories and what stories are preserved, as well as the strength of the motivation and desire to preserve them.

OBJECTIVES The chapter sought to bring a local and ultimately narrowly focused perspective to the overarching question for Theme 4: “What Factors Inform or Influence the Preservation of Stories?” of the Honors Study Topic, The Power of Stories.” The chapter wondered which stories of Northeast Texas Community College had previously been preserved, how, and why. Our goals included: •

Identifying stories uniquely related to the college through soliciting input and conducting research.

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Collecting stories through oral interviews.

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Preserving those stories for future generations.

Action objectives included preserving local stories through oral interviews, strengthening the region’s sense of community and pride, and sharing stories to help commemorate the college’s fortieth anniversary. We wanted to share what we learned through research and by talking to people on and off campus who had connections, current or past, with NTCC. Collaboration objectives included working with local experts, on and off campus, to learn more about the people and stories connected to NTCC. Collaboration goals included strengthening relationships with community leaders, and business leaders who served on the college board of trustees or the NTCC Foundation were interviewed as well. Collaboration objectives also included working with campus media services to publicize the “40 Stories” project. The Phi Theta Kappa chapter collaborated with other student organizations and faculty members on campus to solicit suggestions on whom to interview. Recommendations came from organizations such as the Alpha Delta Nu Nursing Society, Shelby Automotive, Psi Beta Psychology Honor Society, and Sigma Kappa Delta Honor Society.

ACADEMIC INVESTIGATION Research into the Honors Study Topic began by reviewing the Honors Program Guide. Once the chapter settled on Theme 4: “Preserving Stories,” the next step was a trip to our college library and a meeting with our college reference librarian. The reference librarian taught everyone how to use the college databases and search engines to find material referenced in the Honors Program Guide, or that matched our selected theme. Chapter officers found at least one book or article to share in the chapter’s Blackboard organization shell. We noticed many collected stories were associated with specific regions in the state, such as major urban centers, like Dallas or Houston, or the oil-rich deserts of western Texas. We wondered why there was comparatively less preservation of the stories of the northeastern corner of Texas. What would it take to share more about the region? What stories were deserving of being shared? How could those stories best be shared with others both within and outside the region? The college library made available a copy of Dr. Jerry Wesson’s printed history of the college The Miracle on FM 1735. The book had been commissioned by the college in 2010 to commemorate the college’s 25th anniversary celebration but was no longer in print. The library sharing its copy proved to be an invaluable resource. The college’s newspaper archive shared printed copies of the special edition it had run in 2010 to commemorate the college’s 25th anniversary. Chapter officers met with the college’s director of media relations in June.

CONCLUSIONS Research had revealed that previous stories of the college existed in print form, but that those printed items were not easily available to the general public. The chapter, inspired by Kaufman and others who wrote about historic preservation, determined that online video would provide a lasting record that future generations could enjoy. As print collections of stories had been correlated with college anniversaries, an oral collection correlated with the college’s fortieth anniversary seemed like a logical extension and fitting tribute.

ACTION Our chapter began researching Theme 4 after learning in last year’s project how few stories from this specific region of the state had been preserved and shared. The college reference librarian helped us conduct credible research. In June, a tutor’s

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donated work-study funds to help pay for student editors, as they wanted to see the project come to fruition. Suggestions regarding whom to interview went out to chapter members and other student organizations on campus. The first two interviews released were the previous college president (interviewed virtually from Greece) and the current college president. The third was the theatre department, as they had provided funds supporting the project. Because we did not want anyone thinking any interview was more important than another, the interviews were a random selection of current and former faculty, administrators, students, board members, and community members. The college’s media director called this a “very ambitious project” and initially expressed doubt that the chapter could pull off 40 interviews and have them edited in time for the planned October start date. Weekly meetings with the project lead and key student editors showed that ten videos were ready to go by the anticipated start day of October 6. Although 40 people had not yet been identified for interview, the decision was made to start the project. A large number of students participated in the project, conducting interviews and helping edit the videos, so that the project goal of releasing 40 videos over 40 days (Monday through Friday over eight weeks) was reached. Even at the end, some videos were only completed a few days before airing.

presentation provided training on APA citation style. The presentation was made available to all members online. The college’s media department and newspaper archives also assisted in conducting research. A journalist provided training in interview techniques.

News releases went out to everyone on campus at the start of the project. Posters featuring a QR code (Figure 1) encouraged individuals to “subscribe, view, and like” the stories as they premiered on the dedicated YouTube channel. The college itself supported the project by creating a direct URL on the college website (www.ntcc.edu/40stories) and by showcasing the project on the college’s landing webpage.

The chapter agreed on the following common questions, per oral history best practices:

IMPACT

Figure 1

•

Why did you choose NTCC?

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How has NTCC changed during your time here?

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How has NTCC shaped you?

We asked everyone to end with “Happy 40th Anniversary NTCC!” Our chapter applied for and won a grant from Phi Theta Kappa and the Mellon Foundation. The chapter began an application for a “major grant” from the state through the NEH. After completing the first stage of the process, the government abruptly shuttered the NEH. The NTCC theatre department stepped in and

Quantitative outcomes include 43 videos released on 40 days, exceeding the “40 stories, 40 days” goal. A total of 60 people were interviewed, as some videos featured two people and one featured 12 students. The attached file, a copy of the news release “Phi Theta Kappa wraps up 40 Stories for 40 Days,” lists all the videos made available, the interviewees, and a summary of the stories told. The attached news release with the list went out to local media outlets and to all students and employees at the college. A chapter vice president of Honors in Action oversaw project logistics. Twelve students participated in interviews, often working in pairs or groups. Five students helped edit, with two taking on both roles.

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A YouTube channel was created specifically for this project, with the goal of preserving these stories in an easily accessible format for years to come, available worldwide, thus avoiding the problem of previously published print stories about the college. A dedicated Google Drive associated with the YouTube channel stores the original, unedited files.

•

The college’s information technology department granted editors access to the full Adobe Creative Suite, including Adobe Premiere Pro. Editors went through online training to learn how to use the professional software. Weekly meetings were held with the project’s lead interviewer and editors to ensure consistency in presentation and keep the project on track to release the 40 videos on time. Time management was critical, as some videos were edited only days before release online.

The channel analytics file shows 55 people formally subscribed to the channel, with over 2,077 views.

All chapter members who attended the weekly meetings participated in discussions to select common questions to ask everyone. Chapter members also engaged in group discussions regarding a common intro and outro for the project videos and provided input on the stories to be gathered. Members gained skills in research, citation, interview techniques, audio and video filming, editing, confidence in talking to college leaders, social skills, and professional etiquette, as well as increased knowledge of the history of the college they currently attend. Stories included personal recollections of working with automotive legend Carroll Shelby and a Guinness World Record set on campus. Original faculty members shared stories about preparing the campus to open. The “family feel” of NTCC was a theme. Quotes about the project include: •

“When I interviewed Brandi Cave, her story truly touched my heart. I left that interview in awe. I felt encouraged and inspired. I was struggling in my classes, and hearing her encouragement was exactly what I needed to keep going.”

•

“The 40 stories project is one of the coolest and most impactful projects I have ever done.”

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“I love this project because it unlocks new memories and conversations.”

•

“Not only did I get to know the faculty I helped interview, but I also got to hear about their perspective of the college and its developments. There is so much valuable and underappreciated history at NTCC.”

“I helped brainstorm questions that we would ask and helped record a few of the videos. Hearing how different each person’s answer to the same question was interesting.”

The college president personally expressed appreciation for the chapter project.

RESOURCES Kau fman, N. (2009). Place, race, and story: Essays on the past and future of historic preservation. Routledge. A source listed in the Honors Program Guide, Kaufman argues that historic preservation includes more than just buildings (such as the Audubon Ballroom) and locations (such as a burial ground), but also the lived experiences of those who lived there. He discusses what he calls “storyscapes,” which are locations that are meaningful for evoking shared narratives and a sense of community. Kaufman argues that gathering information directly from people should be as important as preserving documents and items. With the college celebrating its 40th anniversary, its history could be preserved in many ways, as noted in the essays. Inspired by Kaufman’s urging to collect “lived experiences” from a diverse group of people, the chapter collected oral stories from current and former students, administrators, employees, and other individuals associated with the college, from a variety of races, genders, and ethnicities, who were asked to share their stories. Smi th, M. (2025, July 14). Introduction to interviewing techniques and training. [Presentation]. Northeast Texas Community College Student Union Building. Mandy Smith is an award-winning journalist who has worked for the local newspaper and currently teaches journalism classes at the college. Her presentation included several handouts with tips and techniques, along with points to keep in mind when conducting oral interviews. She led a group discussion on the topic and then had volunteers conduct sample interviews in front of the group. Everyone who had expressed interest in participating in the interviews to compile and preserve local college history was asked to attend the live, in-person educational presentation and training session. The handouts and a presentation summary were also made available to all interested members.

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Texa s Historical Commission. (n.d.). Fundamentals of oral history: Texas preservation guidelines. State of Texas. https://www.thc.texas.gov/public/ upload/publications/OralHistory.pdf The Texas Historical Commission provides preservation guidelines for Texas. As our project focused on “preserving stories” from a region in Texas, reading the state guidelines from the state historical commission seemed necessary. This specific source provided helpful information and professional guidance regarding oral history. This source guidance on initiating contact and formulating common questions to ask all storytellers influenced the chapter’s final project. Tied emann, J. (2023, February 28). The future of historic preservation: History matters . . . but which history? Discourse Magazine. https://www. discoursemagazine.com/p/history-matters-butwhich-history Tiedemann’s article discusses the complicated issue of what and how to preserve the past and how the current political climate has made that more significant than ever. Current debates involve both what to preserve and how to preserve. These ideas sparked discussion and debate in the HIA planning and case study challenge meetings. The end result was an even stronger determination to ensure that stories about the college would be preserved for future generations and that the setbacks encountered along the way, such as funding concerns, would not result in the loss of those stories. Wes son, J. (2013). The miracle on FM 1735: The history of Northeast Texas Community College. Shari Parker Publishing and Printing. Dr. Jerry Wesson was one of the individuals who founded NTCC. His 333-page book tells the history of the efforts to establish a college in the northeastern corner of Texas. It describes how those efforts were brought about. The book contains stories and anecdotes from the first twenty-five years of NTCC’s existence. The book is written in a storytelling style, and the chapter chose to follow that same informal approach rather than seeking to compile a formal historical record of the college’s 40 history. Some of the individuals mentioned in the book were approached to participate in the chapter’s project. Wesson’s book provided a print compilation of stories but was no longer in print. That inaccessibility helped inspire the chapter to select a preservation method that would be more accessible over time and globally.

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Thanks, But No: Investigating the Economic and Environmental Impacts of Artificial Intelligence Iota Mu Chapter Pearl River Community College, Poplarville Campus Poplarville, Mississippi THEME 7: Stories as Information, Misinformation, and Disinformation ABSTRACT After learning about the water and energy use associated with artificial intelligence (AI), we formed the research question: What are the economic and environmental impacts of AI? The stories we currently hear about AI highlight its many conveniences and strengths. Misinformation and disinformation conceal the economic and environmental drawbacks of AI. Workers in low-income countries are facing exploitation. Locally, the jobs we assume will come with data centers are less than half. AI data centers use enough energy to power six million households and require about 700,000 liters of water to cool machines (Regilme, 2024). Although the US lacks regulation, studies show that its implementation is an avenue that can curb these negative impacts. Working with globally renowned AI expert Daniel Burrus, we aim to share the story of the realities of AI and advocate for regulation. Our team created a website to share our research, hosted a lecture to demonstrate AI and share its impacts, and contacted eight local and state legislators to request regulation of AI in our state. With this project, we hope to become part of the story that sparks change.

OBJECTIVES Our Honors in Action (HIA) team was composed of eight members. For research objectives, we set out to find at least 10 articles on artificial intelligence and its impacts. From our research, we found that AI has significant environmental and economic impacts. We also were made aware of local impacts within our state and decided to further investigate and find an additional ten articles on data centers and water and energy consumption. Our team planned to meet weekly to summarize the articles we found and discuss research conclusions. We planned to complete the research by the end of September 2025.

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Our action objectives were to: •

Create and share a website that presents our research findings about AI impacts.

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Host a lecture to inform our community about the environmental and economic impacts of AI.

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Gather survey data about how attendees use AI and how the information learned might impact their future use.

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Hand out contact information about local and state legislators.

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Encourage community members to contact legislators.

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Write and send emails to eight legislators on the impacts of AI and the benefits of regulating its use.

Our collaboration objectives were to: •

Find an AI expert so we could be better informed.

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Attend a question-and-answer session with AI expert, Daniel Burrus.

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Arrange lecture space with the chair of our science department.

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Work with marketing to advertise our lecture.

We also arranged to meet weekly to complete our website and prepare and practice for our lecture presentation. We planned to complete our project by November 2025.

ACADEMIC INVESTIGATION We set out to explore the story of AI and, through initial research about The Power of Stories, found that new data centers and AI powerhouses are being built close by, causing controversy in the form of increased energy bills and other concerns. We also saw a short news report about the use of water-per-AI prompt. Because we were previously unaware of these adverse impacts on AI, our team decided to conduct research based on the following question: What are the economic and environmental impacts of artificial intelligence? Throughout our research, we found that AI has the potential to improve the economy by promoting efficiency through supply chain management, transportation logistics, and resource management (Alnafrah, 2025). Improvements to the environment can come from programs such as those designed

to aid in disaster relief and prevention, systems to provide earlier warnings for extreme weather, and the creation of post-event strategies (Barbosa & Mendonça, 2024). Alnafrah (2025) suggests, “AI has the potential to optimize energy systems, increase the efficiency of industrial processes, and generate renewable energy technologies” (p. 2). Despite these benefits, there are costs for both the economy and the environment. From an economic standpoint, electricity costs are likely to rise as power demand in centers increases. One study found that by 2030, data centers in Northern Virginia will require the energy equivalent of powering six million households (Regilme, 2024). Another concern includes the economic exploitation of workers in low-income countries where AI training and content moderation are being outsourced to workers making about $2 an hour. These workers are also subject to disturbing content and have no resources to mitigate the stress experienced (Regilme, 2024). There are also questions about who has access to and will benefit from AI. Finally, there is an assumption that data centers will bring employment to the community. The reality, however, is that data centers typically only require a small number of permanent jobs (Mayer and Velkova, 2023). From an environmental standpoint, there are several negative impacts, including massive water consumption, increasing greenhouse gas emissions, and changes to aquatic habitats. One study estimates that training a single AI model for one year requires about 126,000 liters of water (George, George, and Martin, 2023). Water is a non-renewable resource, and this use can “disrupt natural water flows and reduce the availability of water for other uses […] This can lead to reduced water quality, as well as a decline in aquatic habitats” (George, George, and Martin, 2023, p. 95). These impacts are especially significant for those living in areas experiencing water scarcity. In addition to water use, fossil fuels used to generate energy can contribute to climate change through greenhouse gas emissions. There is promise, as studies show, that national policies work. Alnafrah (2025) looked at the relationship between AI and environmental performance across 56 countries and found that countries with high AI use and infrastructure to develop policy had lower carbon emissions than those with little or no policy. Living in a capitalist society, tech companies are hesitant to share information about resources used. Hong and Xiao (2024) point out that information gaps exist among stakeholders that lead to inefficiencies like wasteful processes. One solution is to encourage transparency, green management, sustainable investment, and

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Figure 1 collaborative policymaking that will allow us to benefit from AI while also protecting our economy and environment.

CONCLUSIONS Overall, we found many impacts on our economy and environment that we had not been aware of, from the amount of water used to the electricity required to power data centers. Economic exploitation is resulting in hidden “digital sweatshops,” making AI users unaware of the realities of what it takes to make this technology run. These impacts are buried by misinformation and disinformation issued by tech companies to create a positive public image, but the reality is that everyone will be adversely impacted by these economic and environmental issues.

ACTION After learning about AI impacts, we wanted to provide accurate information and advocate for regulation. In September, we met with AI expert Daniel Burrus to discuss the future of AI and what we can do. He gave us ideas on how to present information and on possible regulations. We decided to create an informational website, host a lecture for the community, and contact local and state legislators to advocate for regulation. Our PTK president created the website, which presented facts from our research. Our team worked with department chairs to secure a location for our lecture and with marketing to advertise the event (Figure 1). PTK advisors helped us find information on legislators to contact. We chose those who chair energy and technology committees, along with our county legislators. We created a pamphlet to distribute this contact information. Finally, we hosted a lecture where we demonstrated AI image generation and menu creation. After the demonstration, we explained the economic and environmental impacts of AI through discussion and a hands-on demonstration in which guests helped pour water into a large bucket

Figure 2 to show, on a small scale, how much water is used per day. We ended the lecture discussing possible regulations and sharing legislator contact information. After the event, we sent emails to legislators encouraging regulations on AI.

IMPACT Thirty guests attended our lecture. Each guest was given a pamphlet with contact information for local and state legislators. At the end of the lecture, we gathered survey data on familiarity with AI, awareness and concern about impact, and willingness to contact legislators. Of the 30 guests, 17 filled out a survey (Figure 2). All but one stated they were familiar with AI, and all guests had used AI before. When asked about whether they felt AI was beneficial or harmful to society overall, four stated they perceived AI as somewhat or very harmful, seven were neutral, and four perceived it to be somewhat or very beneficial. According to our guests, some of the benefits they perceived were boosts in productivity, aid in finding data, the ability to solve complex problems, having access to more knowledge and tips, idea generation, and its use as a tool for medical advancement. Before the lecture, eight guests were either not aware or slightly aware of economic impacts, and 10 were either not aware or slightly aware of environmental impacts. After learning more about these impacts, 14 were moderately, very, or extremely concerned about economic impacts, and 16 were slightly, moderately, or extremely concerned about environmental impacts. The most common concern among guests was related to the water and other environmental impacts, as evidenced by one guest, who stated, “The water! It is an egregious amount of freshwater used, as well as the impact on wildlife. We are already losing species at an unprecedented rate.” Another guest pointed to the increase in greenhouse gas emissions: “I think the output of greenhouse gases and change in migration are very serious.”

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One of the most exciting outcomes from our project is that 16 of the 17 guests indicated a willingness to contact legislators to advocate for regulation. When asked what types of regulations they believe are necessary, one guest stated, “We need oversight for these centers, for the power and energy they use, and for the water usage it takes to run them.” Another guest suggested that we need regulations on the “monitoring of economic impacts and limitation on expansion.” Others stated that we need to regulate the types of AI used and prevent harmful applications. Finally, one guest proposed that international agreements are needed “to solve alignment before proceeding, to end the AI arms race, and to curb data centers’ energy use and ecological impacts.” In addition to the lecture, emails were sent from HIA team members to eight legislators, two from our county and six from our state, chosen by the committees they chair. These emails addressed the current economic and environmental impacts of AI and data centers in our state and encouraged our legislators to be pioneers in developing regulations on water use, energy consumption, transparency, and state guidelines for responsible use that balance economic benefits with environmental protection. Our project allowed our HIA members to learn and grow as scholars and leaders by giving them the opportunity to perform academic research, collaborate with a globally recognized expert in AI, and learn more about the environmental and economic realities of AI and how these impact our local communities. They applied evidence-based reasoning to successfully plan and execute the project while building leadership skills by listening to others and navigating disagreements through collaboration. By sharing our research with community members, encouraging regulation, and contacting legislators, our project has the potential to be a part of the story that sparks change, beginning with regulation in our state, which could position our state as a leader in AI regulation in our country.

RESOURCES Aln afrah, I. (2025). The two tales of AI: A global assessment of the environmental impacts of artificial intelligence from a multidimensional policy perspective. Journal of Environmental Management, 392, 126813. https://doi. org/10.1016/j.jenvman.2025.126813 This article offers various viewpoints on the impacts of AI. AI is a double-edged sword, offering potential solutions to economic and environmental challenges by aiding in promoting efficiency through supply chain management, transportation networks and logistics,

and resource management while also contributing to increased water and energy consumption and leading to an increase in greenhouse gas emissions. Looking at data from 56 countries, researchers found that a country’s income impacted environmental effects. They conclude that policy changes can determine overall impacts from AI use. Barb osa, L. V. F., & Mendonça, J. M. (2024). Artificial intelligence and environmental racism: Initial reflections. Inteligencia Artficial Para Un Futuro Sustenible, 185–201. https://doi. org/10.29327/5416230.1-8 This article sheds light on the impacts felt by different populations in different areas of the world. AI can be a tool to save lives with programs designed to aid in disaster relief and prevention, provide earlier warnings for extreme weather, and create post-event strategies. This article explores how environmental racism impacts who benefits from this technology and who is hurt by it. Data for disaster prevention often excludes communities in rural areas due to their isolation. Data centers also tend to be built near marginalized communities, who end up feeling the energy and water demands associated with AI. Geo rge, A. S., George, A. S. H., & Martin, A. S. G. (2023). The environmental impact of AI: A case study of water consumption by Chat GPT. Partners Universal International Innovation Journal, 1(2), 91-104. https://doi.org/10.5281/ zenodo.7855594 This article helped us understand how much water is used for AI. It also provided us with information we could use to advocate for policy and regulation and curb misinformation. Although AI has a smaller water footprint compared to agriculture and energy sectors, it’s still significant and likely to grow. Along with water use, other impacts include an increase in energy use, greenhouse emissions, water pollution, and the disruption of aquatic habitats. The impacts are highly significant in areas already suffering from water scarcity. These issues can be addressed through measures such as using renewable energy sources, recycling wastewater, being transparent and accountable, and collaborating with other industries, such as having the agriculture sector “use AI models to optimize water use.” Hong , Z., & Xiao, K. (2024). Digital economy structuring for sustainable development: The role of blockchain and artificial intelligence in improving supply chains and reducing negative environmental impacts. Scientific Reports, 14(1),

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3912. https://www.nature.com/articles/s41598024-53760-3 This article highlights the need to address information gaps about the impacts of AI. This study looks at how different technologies, including AI, can support environmental and economic sustainability through the reform of supply chains and promoting responsibility from producers. When there is misinformation about the impacts, stakeholders end up making decisions that lead to waste, delays, and other inefficiencies. Transparency can transform these inefficiencies into opportunities for positive outcomes for people and the planet through green engineering and green management. Reg ilme, S.S.F. (2024). Artificial intelligence colonialism: Environmental damage, labor exploitation, and human rights crises in the global south. SAIS Review of International Affairs 44(2), 75-92. https://dx.doi.org/10.1353/ sais.2024.a950958. This article provides information on global economic exploitation as it relates to the AI industry. Many companies outsource labor for training AI models and reviewing content to the Global South. The workers in these countries are often paid poverty wages and lack resources needed to mitigate the troubling content they are required to sift through. These workers are referred to as “ghost workers” because they remain hidden from the companies and consumers who reap the benefits of their work. This article also examines the energy and water impacts of AI, along with the global consequences for communities affected by the mining of essential minerals used in AI hardware. The tech industry often ignores these impacts to avoid public scrutiny.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

The Things We Carry Alpha Chi Phi Chapter South Seattle College, South Campus Seattle, Washington THEME 3: Ways Stories Are Told

ABSTRACT This project examines how immigrant communities use varied forms of storytelling – oral, written, digital, and artistic – to protect cultural identity, sustain resilience, and navigate the emotions tied to displacement. Drawing on research from sociology, psychology, education, and public health, the study focused on how stories are shared and how these help people face grief, form community, and claim agency amid political, cultural, and personal challenges. Findings showed that storytelling is more than communication; it is resistance and cultural endurance across generations. Many times, immigrant and refugee children tend to express trauma through drawings, writing, or spoken word, providing unique insights that are overlooked in policy and scholarship (Boukharri, 2023; Yeh et al., 2008). The generational difference materialized because younger voices centered on present struggles and identity, while adults linked past adversities with collective healing (Kamm & Meyer, 2023). Digital media has become a strong tool for preserving heritage and fostering belonging, as seen in the University of Minnesota’s Immigrant Stories Project. There are still many challenges: surveillance, language barriers, and the tendency to reduce the impact of immigration stories (Sheikh & Noor, 2023; Sirriyeh, 2017). Somali and Rohingya people have kept poetry and oral storytelling alive, treating them as vital parts of their identity even in the face of exclusion (Ahmed, 2019). Looking at the topic from medical and social angles made the analysis more complete. A physician described how listening to a patient’s migration story redefined the way she treated her patients; this illustrates how narratives can inspire institutional empathy (Stumbar, 2019). Guided by these insights, Alpha Chi Phi will present The Things We Carry, a workshop and installation inviting anonymous reflections on migration, and launch a biweekly podcast amplifying immigrant voices, affirming that how stories are shared and the places made for them profoundly matter.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

OBJECTIVES Research Component Objectives: •

Compile sources that demonstrate how telling stories contributes to and fosters healing in immigrant communities as well as sources that explore contrary views—that storytelling is not always beneficial or convenient for those same communities.

•

Discuss how different forms of storytelling and different perspectives inform unique outcomes.

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Analyze various methods that can be used to tell stories, including and aside from the traditional method of oral narratives passed down within a community.

Action Component Objectives: •

Host a workshop and public installation that provide participants with the opportunity to anonymously share memories, reflections, or symbolic items connected to their migration journeys.

•

Create an ongoing podcast to serve as a platform and archive for participants—with a focus on immigrant students—to express their stories in an approach that prioritizes their welfare.

Collaboration Component Objectives: •

Work with faculty members (e.g., sociology, psychology, or communications professors) to understand the impact of storytelling on identity and mental health.

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Engage the college’s multicultural center or student support services to provide resources for immigrant students.

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Partner with local immigrant advocacy organizations to bring guest speakers or connect students to legal/educational aid.

ACADEMIC INVESTIGATION Our initial research question dealt with immigration and the traits that experience revealed in an individual, but as we started researching, we found that our sources and our interest better suited another research topic. We changed our question instead to ask how storytelling and its evolutions have impacted immigrants and the ways they form communities, culture, and presence. Everyone on

the team was required to find at least two sources related to both immigration and storytelling. We used three college libraries to find anecdotes, research papers, videos, archives, and podcasts that fit our subject. Using our research objectives, we ensured the compiled works reflected not just our keywords of “storytelling” and “immigration,” but also how they affected each other. Our goal was to have a range of sources that included 1) how storytelling can positively or negatively impact an individual or community, 2) methods besides traditional oral storytelling, and 3) various perspectives on the safest and most beneficial way to allow immigrants to tell their story. After the first analysis of our sources, in which we confirmed that our goals were met, we assigned two team members to split the compilation in half, further analyze each work, and then exchange analyses to gain more insight. Upon completing the analysis, we established that whether storytelling benefits the storyteller(s) largely depends on the audience’s reception of the story. Acceptance led to more positive outcomes, while rejection led to more negative or neutral outcomes. Also impactful was whether the storyteller(s) felt burdened or relieved to tell their story.

CONCLUSIONS We gathered credible methods of storytelling, including art, such as photography and drawing; casual oral practices like conversation and purposeful storytelling; formal oral practices like research interviews and journal reports; digital practices like internet archives and audio transcripts; and performances like poetry and music. Some of these practices are intended to tell a story, and some result in one regardless. As for safety and overall benefits, we determined from our sources that anonymity and autonomy are the two most significant components for storytelling—the storyteller(s) must want or have chosen to tell their story, and they must be able to hide their identity if necessary.

ACTION For the action component of our Honors in Action project, instead of planning just one event or a shortterm effort, we created actions that could continue to grow beyond the project’s end. One important step was holding a campus storytelling event where students could safely share their experiences about identity, culture, and belonging. Our research on stories and creative activities showed that storytelling helps groups who are often left out speak up and be understood.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

The main goal was to listen to these stories and let participants describe their experiences in their own words. We also started a podcast called “Around the World in 80 Stories” to give students a way to share their voices. The podcast helps us connect with students and build community. Anyone can share their story, but we decided to focus on immigrant and firstgeneration experiences, given the current debates about immigration. This approach lets us discuss a sensitive topic with care and grounded in real experiences, rather than arguments or guesses. We worked closely with other PTK members, campus advisors, and students from immigrant and multicultural backgrounds. We chose these partners for their experience, leadership, and trust in the community. Their feedback helped shape the event and podcast, making sure our project stayed focused on the community and was not just for show. These actions helped raise awareness, build stronger campus connections, and create spaces for conversation. Mixing in-person events with a digital platform, our Honors in Action project turned research into ongoing advocacy based on listening, representation, and community.

IMPACT Looking at who took part, two of our chapter officers and one general member were closely involved in the research, helping check sources, talk about what we found, and link research to action. To better understand our topic, we went to two conferences where we learned more about storytelling, speaking up for others, and what immigrants go through. This helped shape how we worked on our project. For the action phase of our project, we invited seven student clubs and groups to collaborate. Each storytelling event brought in 50 to 80 students, including immigrant and first-generation students, PTK members, and campus supporters. These numbers showed that many people on campus were interested and involved. We also started a podcast that comes out every two weeks, called “Around the World in 80 Stories.” Each episode features two or three people, which lets us have deeper conversations rather than just talking about things on the surface. Throughout the project, we also held weekly planning meetings with about five to ten people, including officers, members, and collaborators. These meetings helped keep the project organized, allowed everyone to share ideas, and ensured decisions were made together rather than by one person.

Besides the numbers, the personal results were especially meaningful. Many students said the events and the podcast made them feel heard and respected, especially those who do not usually have spaces to talk openly about who they are or about immigration. By focusing on personal stories, the project helped move the conversation away from stereotypes and toward real experiences. For chapter members, the project gave great chances to grow as students and leaders. Members practiced turning research into action, learned how to listen carefully, and built leadership skills like working together, talking clearly, and understanding different cultures. Students who took part as storytellers or podcast guests also became leaders in their own way by sharing their voices in campus conversations. Overall, the project helped address the problem of underrepresentation while building a strong, ongoing culture of listening, learning, and leadership within our chapter and campus community.

RESOURCES Bou kharri, S. (2021). Intersections of peace: Refugee children’s unique perspectives through storytelling and arts-based methods. Peace and Conflict Studies, 28(1), Article 4. https://rdcu.be/ etOvc This article looks at how refugee children use storytelling and art to share their experiences of being forced to leave home, facing hardship, and finding hope. Boukharri shows that new ways of telling stories help young people who are often left out speak for themselves and share what peace means to them, instead of only hearing from adults or organizations. This source directly supports the Honors in Action project by showing that storytelling can be used for both research and speaking up for others. It also shows why it is important to listen to people who are often left out of important decisions. Kam m, M., & Meyer, L. (2020). Refugees in a multimedia dialogue: A methodology that inspires the creation of new narratives on migration in an evolving process of change. Journal of Communication Inquiry, 44(3), 234–252. https:// rdcu.be/eunn2 Kamm and Meyer look at how using different types of media to tell stories helps refugees push back against common ideas about migration and create their own identities. The study shows that storytelling is a group effort that changes over time and empowers the people involved, instead of treating them as bystanders. This resource supports the project’s

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focus on doing what is right and working together with the people affected. It gives a basic guide for using multimedia and conversation-based storytelling in campus programs. Sirr iyeh, A. (2015). ‘Dreamers’, (un)deserving immigrants and generational interdependence. Journal of Social Policy, 44(4), 693–710. https:// doi.org/10.1002/psp.2370 This article looks at how immigrant youth, especially “Dreamers”, are described in terms of who deserves help and who works hard. Sirriyeh highlights the importance of family, shared responsibility between generations, and how immigrant communities support each other. This source questions simple success stories and supports the Honors in Action focus on telling more detailed and thoughtful stories. It helps the project aim to tell immigrant stories in a way that goes beyond stereotypes and policy labels, which we hope to achieve on our campus through sharing approved oral stories. She ikh, S., & Noor, M. (2021). Identity or survival? Digitally preserving Rohingya cultural heritage. Forced Migration Review, 68, 52–54. https:// www.fmreview.org/digital-disruption/sheikh-noor/ Sheikh and Noor look at how sharing stories online and saving records helps keep Rohingya culture alive during times of being forced to leave home and facing violence. The article shows that telling stories is a way to survive and stand up for themselves, not just to remember the past. This resource fits with the project’s focus on saving stories to help people stay strong and heal. It also shows how technology can be used in a fair way to protect the stories of people who are often ignored. She ikh Ahmed, H. D. (2019). Memory and identity: Inter-generational resilience and construction of diasporic identities among Somali refugees [Master’s thesis, University of San Francisco]. USF Scholarship Repository. https://repository.usfca.edu/cgi/viewcontent. cgi?article=2479&context=thes This master’s thesis examines how Somali refugee communities experience trauma that affects multiple generations, while also building strength through memory, storytelling, poetry, and art. Sheikh Ahmed points out that there are not enough mental health resources that fit the community’s culture, so people often use storytelling to cope and heal. This source strongly supports the Honors in Action project because it shows how storytelling helps people

survive, keep their culture alive, and heal together. It also shows why it is important for the community to tell its own stories instead of having solutions forced on them from outside.

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Stories That Sustain: Experiential Learning for Environmental Action Alpha Psi Sigma Chapter Springfield Technical Community College, Main Campus Springfield, Massachusetts THEME 1: Why We Tell Stories

ABSTRACT Does change occur when knowledge touches our hearts, not just our minds? Our chapter’s Honors in Action project began with an unexpected observation: most students were unaware of the Sustainable Development Goals (SDGs) or the remarkable environmental success stories in our own community. Our discussions and research into sustainability education confirmed this gap in awareness. It indicated that abstract data alone often fails to engage students in sustainability learning without narrative context (HofmanBergholm, 2022). Guided by the PTK Honors Study Topic, The Power of Stories, and the theme “Why We Tell Stories,” our chapter drafted our research question: Can storytelling through experiential learning and student-authored narratives improve student awareness and engagement with environmental sustainability action? Our research objective was to create a collaborative research team to study scientific papers, engage with environmental experts, and analyze findings to identify effective strategies for communicating sustainability and our action plan. These research findings led to our 15 field trips and volunteer experiences, which helped our chapter better understand complex environmental sustainability concepts and how to make them relatable. We created a repository of local and global case studies in environmental sustainability to evaluate how narrative-based approaches communicate sustainability more effectively than abstract data alone (Velempini, 2025). This knowledge motivated our chapter to initiate an environmental storytelling campaign designed to directly address the knowledge gap we had identified. Our action plan included publishing 12 heartfelt, studentauthored stories in our college newsletter, exhibits at campus events, and a panel discussion attended by 260 students.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Our feedback survey showed that over 90% of participants were now aware of the importance of the SDGs (Figure 1). They have gained a stronger understanding of how sustainability actions address climate change and recognized that small collective acts of conservation can lead to global change (Usubiaga-Liaño et al., 2024). This project intentionally moved from academic inquiry to community-based action, demonstrating how research-informed storytelling can support sustainability education and civic engagement. Our project proved that people teach better lessons when sustainability is experienced and shared through stories; it becomes a call to care and act.

Figure 1

OBJECTIVES

Action Objectives:

Research Objectives: •

Investigate why storytelling is an effective method for communicating complex environmental sustainability concepts and SDGs to improve learning and action.

•

Use our research findings to draft an action plan with a project timeline.

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Allocate member responsibilities according to their strengths to ensure successful execution of our action plan.

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Create a shared repository of 25 peer-reviewed scientific articles on environmental sustainability from esteemed journals to master concepts.

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Translate our findings into student-authored reflections for publication in our campus newsletter.

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Search for local and global stories on environmental sustainability to find common themes of resilience, innovation, and stewardship.

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Research how these stories transform abstract data into relatable human experiences, which can change attitudes and inspire community engagement.

Assess the impact of our storytelling on student learning and engagement by conducting a survey to collect and analyze qualitative and quantitative data to and measure awareness, and motivation for civic climate action.

Collaboration Objectives: •

Build our team’s scientific reasoning, critical thinking, data collection, and analysis skills through active participation.

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Reach out to the eight identified professors, 20 sustainability experts, and 12 community organizations to study how our research findings correlate to real-world applications.

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Organize a panel discussion, participate in symposiums and webinars to gain diverse perspectives that will empower us to write powerful narratives.

•

Work collaboratively through every step of research, analysis, planning, and execution to ensure accountability, inclusivity, and effective teamwork.

Our team realized that true understanding of environmental sustainability is not just knowing concepts but in the stories of human experiences that we share. Our team gained knowledge through literature review and recognized that experiential learning followed by storytelling are powerful tools for building awareness of environmental sustainability (Hofman-Bergholm, 2022; Velempini, 2025). We drafted a three-part action plan with multiple collaborators (40+) and identified sustainability stories in our community through local news, newspapers, and guidance from our professors. The first action focused on educational collaboration. We attended webinars and symposiums on topics such as renewable energy, circular economy, tiger and rhinoceros’ conservation, regenerative agriculture, invasive species, and biodiversity protection. We also organized a panel discussion with four professors specializing in different areas of sustainability. This provided us with opportunities to engage with local and international experts and to relate our research findings with real-world success stories.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

ACADEMIC INVESTIGATION The heart of our research was a simple yet deeply human question: Will experiential learning and studentauthored narratives enhance student awareness and engagement with environmental sustainability? To answer this, we visited our library, where we studied recent peer-reviewed scientific papers. We also participated in webinars, interviewed local experts, and organized a panel discussion with professors. We then systematically analyzed findings using comparative and thematic methods to reach conclusions and draft our action plan.

Figure 2 Our second action focused on experiential learning through field trips to organizations that successfully implement sustainable solutions. Our trips included a wastewater treatment plant visit to learn about water pollution prevention, a dairy farm with an anaerobic digester to study renewable energy and circular economy practices, regenerative agriculture farms, community gardens supporting food security, tree planting events for carbon sequestration to avoid heat island effects, a seed saving workshop, soup kitchen, and the Quabbin Reservoir to study watershed management. We also attended a community storytelling event where Abenaki elders shared indigenous stories on environmental conservation and stewardship. Our third action was creating awareness of our findings. After each symposium or field trip, we reflected on our learning, interviewed experts, and wrote articles for our college newsletter. We published 12 interesting articles that translated complex sustainability concepts into relatable human experiences. Through this collaborative model, experts and student storytellers worked together to share sustainability knowledge beyond PTK members, reaching the broader campus community. Together, these three action components were intentionally designed to engage students, strengthen community partnerships, and improve civic climate action, all guided by the research that informed our project’s approach. With every story we heard and every place we visited, we discovered that caring for the environment is personal. When we share these stories, we inspire others to care and act with us.

Regarding our research, we studied storytelling and environmental sustainability through an interdisciplinary review of peer-reviewed research. It indicated that ecological principles are better understood through heartfelt stories rather than data (Hofman-Bergholm, 2022). We discovered that culturally grounded storytelling can reduce climate action fatigue and misinformation (Velempini, 2025). This strategy will also enhance environmental stewardship and better policy making. These findings led us to organize field trips, workshops, and volunteer experiences in renewable energy, sustainable resource management, circular economy, regenerative agriculture, and biodiversity protection (Tennakoon et al., 2024). Experiences included visits to Nuestras Raices, community gardens, wastewater treatment plants, Quabbin water sustainability sites, the Barstow anaerobic digester, soup kitchens, seed-saving workshops, tree-planting campaigns, fall planting, invasive species webinars, and interviews with scientists on tiger and rhinoceros conservation. After each experience, a chapter member authored a narrative for the campus newsletter, functioning as qualitative data to assess peer engagement and understanding. We also set up a hydroponic unit and presented its benefits at a campus event. Our feedback survey showed that environmental sustainability storytelling is indeed powerful when culturally grounded and emotionally charged. Our results showed that over 90% of students reported increased awareness of the SDGs and were motivated to engage in civic climate action. We also organized a panel discussion with University of Massachusetts professors specializing in wildlife conservation, watershed management, environmental policy, and sustainable technology. This helped us reinforce the connection between academic theory and community practice (Mori Junior et al., 2019; Usubiaga-Liaño et al., 2024).

CONCLUSIONS From this analysis, our chapter concluded that sustainability education is most effective when experiential, culturally grounded, and communicated

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through narratives rather than data alone. This analysis concluded that our action plan, field trips, service, and advocacy efforts were based on our research. The outcomes confirmed our research hypothesis and validated our methods, demonstrating that intentional storytelling rooted in both academic inquiry and community engagement can significantly enhance peer understanding and improve participation in environmental stewardship initiatives.

ACTION Our project transformed our research on environmental sustainability into meaningful service, advocacy, and educational experiences. Field Experiences: At Nuestras Raíces La Finca Farm, Sasha Adams showed us regenerative agriculture techniques; at the Cuenta Conmigo and El Girasol community gardens, Nadia Adams explained how green spaces improve health, address food insecurity, and reduce urban heat. At the Bondi Island Wastewater Treatment Facility, Katherine Shea and Kelly Olanyk demonstrated how proper sewage treatment protects public health and local ecosystems. In a seed-saving workshop, Rose Cherneff and River Ixchel taught us how preserving crop diversity strengthens environmental resilience. At Barstow Farm, Denise Barstow shared how dairy waste can be converted to renewable energy through an anaerobic digester, and at Quabbin Reservoir, Justin Gonsor explained how careful watershed management balances water security, biodiversity, and ecological preservation. Our chapter also participated in a community storytelling event where Abenaki elders shared cultural stories on environmental conservation and stewardship, connecting traditional knowledge to sustainable practices (Figure 2,3). Volunteering and Service: Our chapter organized a food drive and volunteered at Not Bread Alone, supervised by Diane Berg and Robert Stover, supporting students facing food insecurity while reducing food waste and strengthening local food networks. We planted fruit trees with Jason Comcowich at La Finca, to promote carbon sequestration and planted fall garlic to ensure sustainable harvests (Figure 2,3). Educational Advocacy: We hosted a panel discussion on environmental sustainability with Dr. Jackson, Dr. Schweik, Dr. Randhir, and Dr. Andrew. We joined global wildlife conservation Zoom sessions with Theint Bol and Hlelowenkhosi Mamba, learned about soil conservation from the Southern New England Chapter of Soil and Water Conservation Society, and participated in an Aquatic

Figure 3 Invasive Species and Ecosystem Risk Assessment Symposium with Dr. Walsh, Dr. Larkin, Dr. Straub, Dr. Wong, and Dr. Lucardi. Storytelling and Communication: After each field trip and educational experience, students authored narratives for our campus newsletter, publishing 12 articles that covered diverse aspects of environmental sustainability to educate and inspire our campus community (Hofman-Bergholm, 2022; Velempini, 2025). These stories translated our research findings and experiential learning into relatable narratives, reinforcing learning and encouraging civic action. The project was well received by students and faculty, and the published stories can be accessed here: https:// tinyurl.com/437zx4er. We communicated with our collaborators frequently to ensure that our shared objectives were met. Through these experiences, our chapter translated research into action, created awareness, and inspired others to actively support environmental sustainability.

IMPACT When we began this project, we did not realize the impact of our everyday choices on our environment. But after participating in several field trips, engaging with sustainability experts, and authoring our findings, everything began to change. A total of 260 students participated in our panel discussion on environmental sustainability, amplifying our project’s impact and inspiring peers.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Our feedback survey, submitted by 126 participants, showed strong quantitative outcomes: 93% of students now had a stronger awareness of the SDGs, 92% felt confident connecting classroom concepts to real-world environmental challenges, 99% agreed that they were inspired and that our collective efforts can make a meaningful change (Figure 1).

storytellers whose voices can trigger climate action.

Our survey indicated that the personal awakening was profound. One student admitted, “I just learned what a water footprint is,” while another reflected, “I always thought buying local was just an advertisement for farmers, not a way to reduce carbon footprint,” and “I am hearing about the circular economy just now; it’s so cool!” Pride grew as students recognized local efforts: “I did not know that all these sustainability champions live in our backyard; now I understand why sustainability is climate action at its best.”

This paper provides evidence that campus-based sustainability initiatives can effectively raise awareness of the SDGs, guiding our chapter’s design of experiential learning and student-centered climate action in our campus. It helped our chapter ponder on future studentled initiatives to promote institutional alignment with net-zero commitments.

After each field trip and educational experience, members authored narratives for our campus newsletter called Sticky Notes. We published 12 articles through storytelling that covered diverse aspects of environmental sustainability to educate and inspire our campus community. These heartfelt stories translated research findings and firsthand experiences into relatable narratives, reinforcing learning and encouraging civic action (Velempini, 2025). The project was well received by students and faculty, and the published stories can be accessed here: https://tinyurl. com/437zx4er. Through this process, our chapter developed vital PTK Hallmark skills, setting us apart as servant-leaders on campus. We learned the process of scientific reasoning, critical thinking, teamwork, and enjoyed fellowship! Participants demonstrated an increased appreciation for informed action as a lifelong endeavor, recognizing that continued learning, reflection, and service are essential to addressing complex global sustainability challenges (Tennakoon et al., 2024). The Honors in Action Environmental Sustainability project became more than an academic endeavor; it became a story of discovery, transformation, and the extraordinary potential of our chapter and participants working together to shape a sustainable future.

RESOURCES Hof man-Bergholm, M. (2022). Storytelling as an educational tool in sustainable education. Sustainability, 14(5), 2946. https://doi.org/10.3390/ su14052946 This paper explains how storytelling can transform abstract environmental concepts into engaging, relatable narratives, supporting our project’s approach of using student-authored stories to increase understanding of sustainability and engagement. It inspired us to empower students to see themselves as

Mori Junior, R., Fien, J., & Horne, R. (2019). Implementing the UN SDGs in universities: Challenges, opportunities, and lessons learned. Sustainability: The Journal of Record, 12(2), 129–133. https://doi.org/10.1089/sus.2019.0004

Said , M. A., Hassan, F. U., Islam, M. S., Toriman, M. E. B., Rehim, A., Bashir, M. A., & Nawaz, R. (2024). Environmental sustainability. In S. Idris (Ed.), Global challenges for the environment and climate change (pp. 1–15). IGI Global. https://doi.org/10.4018/9798-3693-2845-3.ch001 Here the author explains core concepts and integrated strategies for achieving environmental sustainability, providing the foundational knowledge that informed our research question, guided experiential learning activities, and supported actionable sustainability storytelling. It helped our team learn environmental sustainability practices that informed actionable steps within our project. Usu biaga-Liaño, A., Fairbrass, A., & Ekins, P. (2024). Strong sustainability and the environmental dimension of the Sustainable Development Goals. Global Sustainability, 7, e52. https://doi.org/10.1017/ sus.2024.47 This research connects environmental sustainability to the SDGs, emphasizing the global and local relevance of sustainability actions, and supporting our project’s focus on community-based engagement and awareness building. We discovered powerful strategies that reduce ecological footprints while advancing long-term sustainability action. Vele mpini, K. (2025). Assessing the role of environmental education practices towards the attainment of the 2030 Sustainable Development Goals. Sustainability, 17(5), 2043. https://doi. org/10.3390/su17052043 This research shows that environmental education should incorporate narratives and experiential instruction to enhance environmental awareness and action. It supported our emphasis on experiential education that leads to quantifiable environmental impact, including sustained behavior changes that contribute to emissions reduction and climate resilience.

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I Remember: An Intergenerational, Multimodal Approach to Storytelling Alpha Xi Tau Chapter Surry Community College Dobson, North Carolina THEME 3: Ways Stories Are Told ABSTRACT This Honors in Action project begins and ends in a graveyard. While recording veterans interred in the municipal cemetery, Alpha Xi Tau discovered two unusual, tree-shaped gravestones, topped and limbed. Representing lives cut short, these stones relayed stories. Their discovery led us to explore Theme 3: “Ways Stories Are Told” for our HIA project investigating The Power of Stories. People remember and share family stories in various ways, not just through monuments, but also through photos, diaries, and tales told by one generation to the next. Our research question asked what the psychological, sociological, or genealogical reasons are for doing so, and what the potential impacts of learning and sharing family history in these various ways are. Interviewing experts and researching in libraries and databases revealed much information on how to research family history, but less about why people do so. Therefore, we shifted our focus to the memories from which family stories are constructed. Memories recorded through various modalities serve different purposes and reach a wider audience. Photos tell visually about events that shaped individual and collective lives. Diaries provide a private space to process events and emotions, and the reminisces of older relatives perpetuate family values, providing connections to past generations. However, the more we researched, the more we recognized an intergenerational disconnect in our community. Stories weren’t being passed on; they were being forgotten. In response, we developed a multimodal project designed to encourage intergenerational communication and the remembrance of family and community history through a storytelling workshop and event, written narratives, and a new monument visually reminding community members of past generations. This project had far-reaching impact: reigniting interest in preserving family history, developing a better understanding of ourselves and others, and inspiring community involvement in remembering and honoring the stories of those who’d passed.

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OBJECTIVES

•

Collect completed narratives by early December.

Our research objectives were:

•

Collate, print, and bind narratives by midDecember.

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Train research team on best practices using Research Edge and library resources.

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Give bound narratives to participants and genealogy library by end of semester.

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Include sources from a range of mediums including interviews, videos, books, and databases.

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Divide research among team members.

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Find at least 10 current, credible sources, including one international source.

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Share findings in group sessions to analyze and draw conclusions.

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Develop project based on research conclusions.

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Complete research by June 25.

Based on research conclusions, we designed an intergenerational, multimodal action consisting of oral, visual, and written storytelling modalities. Our action and collaboration objectives were: •

Conduct a storytelling workshop on October 15 to help people select, shape, and tell meaningful family stories.

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Collaborate with a local storyteller.

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Host a storytelling event on October 22.

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Write reflections on our growth as scholars and leaders.

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Collaborate with town officials, schools, local businesses, and non-profit organizations.

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Apply for an HIA grant by June 25.

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Meet in July with the town manager.

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Design a memorial in August.

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Submit approval forms and present a project proposal to the town council in September.

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Acquire, transport, and install a monument by late October.

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Plan a memorial garden by early November.

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Organize a ceremony, submit all work orders, and invite participants to a November 14 event.

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Collaborate with genealogy librarian and family history researcher.

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Host introduction to genealogy workshops in November.

ACADEMIC INVESTIGATION Our research began by interviewing the librarian of the local genealogy library and the curator of the regional history museum about the ways people tell family stories and how they are recorded. They showed us archived examples of diaries, letters, photos, scrapbooks, and family Bibles. We also toured interactive museum exhibits telling regional history. The curator introduced us to a local storyteller who told us about oral traditions and ballads recording local events through story and song. The librarian directed us to a family historian who taught us how to use primary documents such as birth, marriage, and death certificates, newspaper articles, and obituaries to rediscover family stories that had been lost. While we learned much about the myriad ways people share family stories, why they are important in preserving local history, and how to research them, we still wanted to know the psychological, sociological, and genealogical reasons for doing so. Do different ways of telling stories have different impacts? In a search for answers, we next watched TED Talks and genealogy programs like Who Do You Think You Are. Most researchers agreed: learning about the past helped them understand themselves better. However, what did scholars say? Our college’s reference librarian helped us find books and scholarly articles to answer this question. She showed us how to search the databases. To hone our research skills further, we accessed Research Edge during a chapter meeting and worked through modules together. We then divided our research by perspective: psychological, sociological, or genealogical, sharing our findings during chapter meetings. Group discussions led to our conclusions.

CONCLUSIONS Our research revealed many reasons why people learn and share family stories in a variety of modalities. Psychologically, these narratives serve many functions, from regulating emotions to maintaining a sense of self. Sociologically, they transmit family values, providing a sense of connection while encouraging autonomy. Genealogically, they answer the mysteries of who we are and where we come from. The common link is the connection between family history narratives and

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a sense of identity. Our findings suggest different people respond to different modes of storytelling, and these modes serve different purposes. Written forms help us process and preserve events. Oral forms transmit family values, while visual forms create a sense of connection with past generations. No matter what the mode, they answer questions of who we are and where we come from, building a sense of identity.

ACTION Based on our research conclusions, our chapter developed a three-part project using oral, visual, and written storytelling methods to remember and share family and community stories intergenerationally: 1) a workshop and event where participants remember and tell family stories, 2) a memorial and dedication ceremony to remember the stories of lost community members, and 3) a bound collection of family history narratives gathered through intergenerational interviews and archived for future generations in the local genealogy library. By engaging in various modalities, we anticipated impacting a wider range of people, encouraging intergenerational communication, and inspiring interest in preserving and sharing family and community history. In part one of the project’s action components, we brought in a local storyteller to teach a workshop on selecting, shaping, and telling family stories. We encouraged all ages to attend. After drafting their stories on paper, participants practiced them orally, then later shared them. Based on our research, we planned a casual storytelling event, starting with food and socializing to build trust and help participants feel more comfortable sharing their stories. In part two, we collaborated with dozens of community partners. Originally, inspired by stories told visually by headstones, we wanted to create our own memorial to lost community members. Since the municipal cemetery had no monument to veterans, we proposed making one. However, we deliberately suggested wording on the dedicatory plaque broad enough to include not only all veterans from all wars, but also all other service professionals: police, EMS, medical workers, teachers, etc. The town manager liked the idea and suggested an appropriate location. He arranged for us to present our proposal to the town council, who immediately gave unanimous approval. The local quarry let us pick out a granite boulder which they donated for the project. To transport the boulder and position it on site, we partnered with local companies and the college’s facilities crew who donated their time, equipment, and expertise to the project. An HIA grant allowed us to purchase and install the plaque, and

Figure 1 the James Hunter Chapter of the National Society of the Daughters of the American Revolustion (NSDAR) helped us create a small garden around the memorial. They provided symbolic red, white, and blue flowers honoring all who served. We set the date for the dedication ceremony to follow the college’s veterans’ luncheon on November 14. It took two months to plan and organize the event. Both the mayor and the college president agreed to speak, and the director of the NC Department of Military and Veterans’ Affairs contacted us asking to speak as well. The college’s marketing department publicized the event, and we invited local veterans’ groups. The college provided chairs and AV equipment for the ceremony, and the town landscaped the area, cutting brush and filling holes. Through contacting local schools and non-profits, we organized a ceremony including a 40-person chorus, honor guard, bagpiper, and flag line. Local businesses provided wreaths, roses, and flags for the ceremony. Since none of the flowers in the memorial garden would bloom in November, a

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a narrative about that person at a particular time and place in history. These narratives were then bound into a single volume and archived in the genealogy library for future generations of researchers. Each contributor also received a copy to share.

IMPACT Following a research timeline, our team analyzed more than 20 sources in a wide range of media from personal communications to videos, books, and scholarly sources. In the process, we gained skills in researching, determining source credibility, documenting sources using American Psychological Association (APA) 7th edition guidelines, and interviewing local experts. We learned how to work together: dividing the research, sharing our findings, and discussing our conclusions in chapter meetings. Members gained a greater appreciation of the importance of memory and the power of stories in determining personal and community identity. We also gained an understanding of the connection between the way a story is told and the impact it has on its intended audience (Figures 1 and 2).

Figure 2 team of chapter members made flowers out of plastic water bottles donated by the NSDAR. We used these to decorate the monument and the graves of all 95 veterans buried in the cemetery. During the ceremony, the mayor told the stories of the first veteran buried in the cemetery as well as other family and friends buried there. After sharing tributes through poetry and song, we read each veteran’s name, honoring them all by ringing a bell seven times. Dedication Ceremony Recording: https://www. youtube.com/watch?v=aH5Vk3LlqSs. The third part of our project involved connecting students with their family history. To accomplish this, we partnered with the genealogy librarian and a local family history researcher to host workshops in November teaching students how to interview family members, create a family tree, find primary documents and photos, and research historical events. Students were given access to Ancestry.com and newspaper databases. They used the information they gathered to piece together the life of an ancestor, composing

Our project addressed the intergenerational disconnect that was causing family stories to be forgotten in our community. It stimulated interest in learning more about family and community history, encouraged young adults to ask their older relatives about their lives, and gave them tools to research and record their stories. Our monument wasn’t just a marker—it was a seed, stirring an ongoing discussion about whose stories are remembered and whose are forgotten. The town already plans to expand it with walkways, trees, and benches. The quantitative outcomes of our project included: •

Teaching a dozen intergenerational participants about the power of family stories and how to share them.

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Recording the names, dates, and service branches of 95 veterans buried in the local cemetery.

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Organizing a dedication ceremony attended by 110 people, spanning three generations, and livestreaming 28 more participants.

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Securing a $600 HIA grant.

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Coordinating over a dozen community partners including local officials, schools, businesses, and non-profits.

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Collecting 34 family history narratives bound into a 204-page volume.

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After we finished our three-part project, we met to share our reflections. While we recognized the positive impact our project had in stimulating intergenerational communication and the sharing of family stories through various modalities, we felt the dedication ceremony had the most significant impact. It touched the hearts of our local veterans and the families of those resting in the cemetery. We could feel it in the atmosphere that day: the gratitude, the emotion, the sense of being remembered. However, what changed the most was us. We grew tremendously. We learned how to partner with town leaders, write formal proposals, coordinate large events, and advocate for a cause with heart. We didn’t just talk about leadership—we did it! We saw shy members find their voices, unsure students step into action, and our chapter bond as a real team. This project showed us what it means to have an idea and, with intention, make it happen from start to finish through full-scale community collaboration. We gained more confidence in managing events, speaking publicly, attending town meetings, and asking for support from community partners. We also learned that leadership isn’t about doing it all yourself; it’s about lifting others up and creating space for everyone to contribute, together. It pushed us outside our comfort zones and gave us newfound confidence.

RESOURCES Grai zbord, D., & McPike, J. (2025). Features and form: Appropriating digital storytelling for public ethnography. Ethnography, 26(1), 3–21. https:// doi.org/10.1177/1466138120924428 The researchers advocate for more creative presentations of academic research. They found digital storytelling made their work accessible to nonacademic audiences. This implies different methods of storytelling reach different people, prompting us to create a multimodal project to engage a wider audience. Hay den, C. G., Hill, B. J., Ward, P. J., & Eggett, D. L. (2023). Identity development and its relationship to family history knowledge among late adolescents. Genealogy, 7(1), 13. https://doi. org/10.3390/genealogy7010013 According to the authors, sharing family stories among generations in a nurturing environment results in both stronger family connections and autonomy, promoting healthy identity development.

Providing both sociological and genealogical perspectives, this source led us to create a casual environment in intergenerational storytelling sessions to help people feel comfortable sharing. Hog an, J. (2019). Roots quest: Inside America’s genealogy boom. Rowman & Littlefield. Hogan examines why Americans are interested in family history, arguing it draws on a sense of duty to remember the past and share it with future generations, leaving a legacy through which the researcher can also be remembered. Answering our research question from a genealogical perspective, this source suggests researching and sharing family history deeply impacts people, providing what contemporary society takes away, i.e., a sense of identity, connection, and belonging. It led to the inclusion of family history research in our project and suggested we leave our own legacy. Poc iunaite, J. & Wolf, T. (2023). I will keep your memory! Reason for remembering lost loved ones. Applied Cognitive Psychology, 37(6), 13971408. https://doi.org/10.1002/acp.4132 This article gives insight into the adaptive nature of memory and its connection to narrative construction. Answering our research question from a psychological perspective, it explained the connection between reminiscent memory and narratives constructed to remember lost loved ones, prompting us to consider multiple ways to remember past generations in our project. Wes terhof, J., Alea, N., & Bluck, S. (2020). Narrative and identity: The importance of our personal past in later life. In A. Gutchen (Ed.) The Cambridge handbook of cognitive aging: A life course perspective. Cambridge University Press, 383-399. This international source explains how family stories impact one’s sense of identity and connection; positive impacts lead to self-growth and emotional regulation while negative ones lead to retarded identity development. It explains how the mind doesn’t store memories like objects in an archive. Instead, it reconstructs them at recall, implying that narratives constructed from these memories are fluid and adaptable. The article answers our research question from a psychological perspective and suggests our project should involve constructing and sharing family stories.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Hidden in Plain Sight: Trafficking in Small-Town Nebraska Lambda Pi Chapter Western Nebraska Community College Scottsbluff, Nebraska

THEME 5: Representation Through Stories ABSTRACT In our small Nebraska town of Scottsbluff, a local student narrowly escaped being trafficked near campus, at a store just a minute’s drive away. That alarming incident, paired with survey results revealing widespread student unawareness, prompted our Phi Theta Kappa chapter to investigate human trafficking through the Honors Study Topic The Power of Stories. We selected Theme 5: “Representation Through Stories” to ethically examine survivor narratives and confront the misconception that trafficking is only an urban issue. Our overarching question was, “How do untold, silenced, suppressed, or stolen stories impact society, and why does representation of these stories matter?” Through scholarly journals, nonprofit reports, government data, local news coverage, and an expert interview with a former Department of Labor official, we learned that Scottsbluff ranks among Nebraska’s most trafficked areas despite its rural setting. Our research revealed that labor trafficking, particularly affecting immigrants and international students, is far more prevalent than commonly acknowledged. We also concluded that trafficking persists in rural areas largely due to invisibility, misinformation, and the absence of ethical storytelling that reflects real lived experiences. Because our research demonstrated that ignorance and misrepresentation are key factors allowing trafficking to thrive, our chapter intentionally pursued story-based, awarenessdriven action as the most ethical and effective intervention. We launched a campus and community awareness campaign that included a radio interview, newspaper coverage, campuswide surveys, bulletin boards, and an educational outreach event during a college basketball game. We partnered with the Nebraska State Patrol, survivor advocates, student ambassadors, resident advisors, and international students to ensure our message reached a diverse audience. As a result, students reported increased awareness of

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

trafficking indicators, behavioral changes such as avoiding unsafe situations, and greater willingness to advocate for peers. By confronting local ignorance with research-informed storytelling, our project demonstrated how ethical representation can function as both education and prevention in smalltown communities.

OBJECTIVES Following inspiration from The Power of Stories, our Honors in Action (HIA) team’s initial research objectives were to:

survivor stories could be shared with dignity and to allow facts and lived experiences to disrupt the dangerous misconception that trafficking “does not happen here.” This theme allowed us to include a balance of scholarly research, expert interviews, and firsthand experiences to shape a community-relevant understanding of trafficking. Our chapter sought to challenge the misconception that trafficking only occurs in urban centers by highlighting its prevalence in rural communities like Scottsbluff, Nebraska. Our action objectives were intentionally measurable and research driven.

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Learn more about Honors in Action by researching the process.

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Have a Western Nebraska Community College librarian do a session on scholarly research by August 30th.

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Reach at least 75 students through visible advocacy materials.

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Have each team member find three credible sources by August 30th.

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Educate students and community members at a high-traffic campus event.

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Have each team member complete the Research Edge by August 30th.

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Increase awareness of labor trafficking risks affecting students and immigrants.

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Initiate ongoing dialogue with campus leadership about future trafficking education.

The stage two research objective was for each member to read the top ten sources and rank them by relevance and value to the HIA project.

Our action objectives included:

Our collaboration objectives included:

We also wanted to look at the following when we were doing our research:

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Research public resources regarding human trafficking.

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Collaborate with a former Nebraska Department of Labor official.

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Collaborate with campus safety officers, student life staff, resident hall assistants, student ambassadors, and Marketing.

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Collaborate with faculty, administration, and WNCC students.

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Collaborate with local businesses.

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Determine how survivor-centered storytelling can ethically raise awareness about human trafficking in rural communities. Identify barriers that prevent trafficking survivors from sharing their stories and explore responsible ways communities can amplify those voices without re-traumatization. Examine how the misconception of trafficking as an “urban-only” issue contributes to its invisibility in rural Nebraska. Distinguish between forms of trafficking, including labor and sex trafficking, and assess how narrative clarity can improve public understanding.

These objectives guided our source selection and, ultimately, the development of our action plan. Our research emphasized representation as resistance, prioritizing dignity, accuracy, and survivor agency over sensationalism. Our goal was not to retell traumatic events but to create platforms where

These collaborators were selected because of their direct relevance to labor rights, campus safety, and student engagement. Their expertise ensured our action was accurate, ethical, and impactful.

ACADEMIC INVESTIGATION To explore The Power of Stories, our Honors in Action team examined how storytelling can expose and prevent human trafficking in rural Nebraskan communities. We selected Theme 5: “Representation Through Stories” from the Honors Study Topic, The

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

interventions. While compelling, this perspective helped us recognize how rural communities are deprioritized despite severe vulnerabilities. Comparing these viewpoints led us to conclude that equitable, community-specific awareness is essential.

CONCLUSIONS Taken together, our research demonstrated that rural trafficking thrives on invisibility and misinformation, making ethical, story-based awareness the most appropriate and effective response. Figure 1 Power of Stories, because we noticed that trafficking survivors in rural areas are often silenced, not just by fear, but by the belief that no one will listen. The overarching question, “How do untold, silenced, suppressed, or stolen stories impact society, and why does representation of these stories matter?” helped our chapter explore this in a more nuanced manner. After learning that a student from our own campus was nearly trafficked just a minute away at a local Five Below store, we realized how urgently stories needed to be told, ethically, truthfully, and locally. Through this lens, we grounded our work in representation as resistance. Our central research question asked how personal and systemic narratives could be used to disrupt misconceptions and raise awareness in overlooked regions like Western Nebraska. We analyzed scholarly articles, nonprofit investigations, national data reports, local journalism, and expert testimony. One of our most impactful sources was a 2024 report from the Immigration Legal Justice Network detailing survivor experiences of labor trafficking on Nebraska farms. These accounts demonstrated how isolation, employercontrolled housing, and visa withholding allow trafficking to persist undetected in small towns. Survivor narratives directly challenged the belief that trafficking is confined to urban areas. To contextualize enforcement challenges, we conducted an interview with a former Department of Labor reemployment coordinator. She explained that labor trafficking is more prevalent than sex trafficking in Nebraska and often goes unreported due to fear of immigration enforcement, fragmented oversight, and limited worker protections. Her testimony reinforced our conclusion that trafficking persists not because of rarity, but because of silence and systemic barriers. To ensure balance, we consulted Kakar’s (2022) study, which advocates for urban-centered trafficking

ACTION Given our research findings that trafficking in rural areas persists primarily due to invisibility and misinformation rather than lack of resources, our chapter intentionally pursued awareness-based action as the most ethical and immediately effective intervention. Through scholarly articles, survivor testimonies, national reports, and a local expert interview, we discovered that rural communities often fall through the cracks when it comes to antitrafficking awareness and prevention. While public discourse and funding often focus on urban trafficking hotspots, our research revealed that isolation, lack of public transit, and labor exploitation make rural spaces uniquely vulnerable. This recognition shaped our core objective: to launch a localized awareness campaign that would bring the issue of human trafficking to the forefront of our rural campus and surrounding community (Figure 1). Our chapter developed a public awareness campaign titled “It Happens Here,” which we launched during a high-traffic basketball game at our college (Figure 2). We chose this event because it drew in both students and local residents, allowing us to reach a broader audience. We designed and distributed informative posters, flyers, and handouts based on our research findings, incorporating survivor quotes and facts that challenged common misconceptions. These materials included hotline numbers, signs to look out for, and myths about trafficking that often cause harm, especially in small towns where trust and familiarity can mask exploitation. A key element of our action was the production and distribution of 80 custom-designed t-shirts that read “Stop Human Trafficking.” These shirts were not only symbolic of our campaign’s message, but they also included the National Human Trafficking Hotline number and text line, making them wearable tools of advocacy and potential rescue. We recognized that someone in danger might not be able to safely ask for help but could see that number on a passerby’s shirt and silently reach out. The idea that a T-shirt could

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

save a life turned an ordinary item into a powerful intervention. To ensure our project was grounded in both institutional and experiential knowledge, we collaborated with several individuals and groups. A former official from the Nebraska Department of Labor shared firsthand accounts of labor trafficking in rural sectors, offering critical insights that shaped our educational materials. The Nebraska State Patrol provided fact-checked educational resources on trafficking indicators and intervention strategies, which we distributed during our outreach events. Their involvement added credibility and ensured accuracy, especially in identifying red flags and protective behaviors. The student life office supported our initiative by giving us access to bulletin boards and spaces to put up flyers that shared hotline numbers and awareness about human trafficking in Scottsbluff, Nebraska. These collaborators were chosen for their direct connection to student life, public safety, and rural labor issues, areas that mirrored our research themes and enriched the accuracy of our campaign. The impact of our work extended beyond the event itself. Dozens of students stopped at our table, took informational materials, and asked thoughtful questions. Faculty members reached out afterward to incorporate our work into classroom discussions. Perhaps most meaningfully, our efforts sparked a conversation with college leadership about integrating human trafficking awareness into future student orientations. The campaign not only empowered our peers with knowledge but also reminded our community that trafficking is not just an urban problem; it is real, local, and must be acknowledged. By connecting research to action in such a visible and personal way, our project demonstrated how academic inquiry can lead to meaningful change. We turned statistics into strategy and awareness into advocacy, and in doing so, planted seeds of longterm awareness in a community that needs it most.

IMPACT Our quantitative outcomes included: •

61 students completed a campus-wide survey.

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75+ advocacy T-shirts distributed featuring the national trafficking hotline.

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Dozens of students engaged during our basketball game outreach event.

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Over 150 informational pamphlets were distributed during our awareness event.

Figure 2 •

Survey results revealed that 38% of respondents did not believe trafficking was prevalent in Nebraska, 80% were unaware of Scottsbluff’s location along a trafficking corridor, and only 15% had received prior education on the issue.

Our qualitative outcomes included: • A survivor publicly shared their story for the first time and reported feeling empowered. •

Students reported behavioral changes and increased awareness of trafficking indicators.

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Faculty initiated classroom discussions based on our research.

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Campus leadership discussed integrating trafficking awareness into future orientations. For chapter members, the project strengthened research literacy, ethical decision-making, collaboration skills, and leadership confidence. We learned that informed awareness is itself a powerful form of action, especially in communities where silence enables harm.

RESOURCES Imm igration Legal Justice Network. (2024, October 7). Surviving labor trafficking in rural Nebraska. https://iljnetwork.org/surviving-labor-traffickingin-rural-nebraska/ This nonprofit report details firsthand survivor accounts of labor trafficking in rural Nebraska, offering compelling qualitative data. It reveals how isolation, employer control, and legal ambiguity enable trafficking to thrive outside urban centers. The piece was pivotal in illustrating the emotional and logistical barriers survivors face, reinforcing our belief that rural labor trafficking must be treated as a serious, unique crisis.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Kaka r, S. (2022). Urban settings and human trafficking: A crossroads of the perfect storm. Urban Crime, 3(1), 8–25. https://ojs.panteion.gr/ index.php/uc/article/view/274 This peer-reviewed article challenges our core assumptions by emphasizing that urban areas are the most vulnerable to trafficking due to high population density, anonymity, and institutional blind spots. It argues for prioritizing urban-focused funding and policy attention. Including this helped us remain critical of our own rural focus and better articulate why small towns, though often overlooked, deserve just as much attention. The contrast sharpened our advocacy for resource equity across geographic divides. Pola ris Project. (2023). 2023 U.S. National Human Trafficking Hotline statistics. https://polarisproject. org/2023-us-nationalhuman-trafficking-hotlinestatistics/ This comprehensive statistical report from Polaris provided national data that shaped our understanding of labor vs. sex trafficking trends, victim demographics, and reporting patterns. It was particularly useful in revealing Nebraska’s underreported but rising rural labor trafficking cases. The credibility and scope of Polaris helped anchor our findings in data, showing why local initiatives must be built on national frameworks. Sibo, N., & Cudjoe-Mensah, Y. M. (2025). The impact of rural community awareness and social work interventions in addressing underage sex trafficking in the United States. International Journal of Scientific and Research Publications, 15(5), 87–96. https://doi.org/10.29322/ IJSRP.15.05.2025.p16111 This academic review finds that sex trafficking in rural communities is often “disproportionately affected yet underreported due to a lack of awareness and the invisibility of trafficking” in these areas. In other words, when trafficking stories are silenced or hidden in small communities, the crime remains “invisible,” leading to few reports and little public recognition. The authors note that rural victims (especially underage girls and Native American youth) are frequently overlooked, and many local professionals “lack adequate training” to identify or address trafficking, which is a direct consequence of low awareness. This gap in knowledge and preparedness hampers community response meaning that law enforcement or social services might miss signs or not have protocols in place. The review emphasizes the need for comprehensive, ongoing education and

cross-sector collaboration in rural areas. By raising community awareness (through public education and training frontline workers), rural communities can improve detection of trafficking and offer better interventions. Sharing trafficking stories publicly is a way to build that awareness. The findings imply that when these stories are brought to light (rather than kept invisible), it empowers prevention: communities can develop tailored policies and engage social workers, schools, and law enforcement to protect atrisk youth and “combat trafficking in these areas.” Wam sley, S. (2016, April 12). Sex trafficking happens in Nebraska’s smaller towns. Nebraska Public Media. https://nebraskapublicmedia.org/en/ news/news-articles/sex-trafficking-happens-innebraskas-smaller-towns/ Although published in 2016, this article remains a rare and insightful piece highlighting sex trafficking in rural Nebraska. It includes firsthand accounts from law enforcement and nonprofit advocates who describe how trafficking occurs in small towns, often hidden in plain sight. The source was selected for its localized focus, human-centered reporting, and relevance to the Honors Study Topic of systems of belief and behavior. While older than other sources, it adds historical context to the persistent challenges rural areas face in recognizing and addressing trafficking, complementing more recent data and perspectives.

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Taste The Tales: The Power of Stories in Every Dish Beta Gamma Pi Chapter Yavapai College Prescott, Arizona

THEME 5: Representation Through Stories ABSTRACT Recipes unveil the untold stories of families and cultures that are celebrated but can also be silenced and suppressed. When our chapter chose Theme Five: “Representation Through Stories” to explore the 2024/2025 Honors Study topic, The Power of Stories, we wanted to determine how storytelling through recipes can unite communities and generations. Drawing on multiple peer-reviewed articles, we found that sharing family recipes and their stories fosters connections and inclusivity across diverse communities. Research shows that culinary storytelling strengthens social bonds, promotes cultural understanding, and can significantly reduce feelings of isolation. This form of storytelling not only encourages sharing but also links histories and meanings, creating a deeper bond with others. To foster these connections, our chapter reached out to our college and local community to request recipes and the stories behind them. We then created a recipe book featuring these stories, which served as the foundation for a fellowship event. The event brought together students, faculty, staff, and community members to appreciate and understand the stories preserved through recipes. The submitted recipes highlighted family and cultural traditions that tell meaningful stories. Our chapter noticed a continued disconnect in our college community since COVID, and we believed this fellowship event would help build new connections. Our research demonstrates how the power of stories, especially through food, can bring people together. By including recipes and their stories from around the world, we created an inclusive space to foster relationships.

OBJECTIVES Our chapter emphasized the value of intentional research as the foundation for our Honors in Action Project. As a result, we developed the following research objectives:

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

evaluate and assess the research, determining how this understanding will drive our future projects and community engagement. By focusing on these research objectives, our team sought to gain a deeper understanding of the power of stories and how they are conveyed through recipes. Our chapter aimed to explore the storytelling power embedded in recipe narratives. By focusing on collecting recipes and their stories, the HIA team deepened our understanding of community members’ backgrounds and strengthened our college culture. Through research, we learned the importance of including a diverse group of voices in the project. By exploring untold, silenced, suppressed, and stolen stories through recipes, we aimed to foster community and celebrate diversity.

Figure 1

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Each member of the HIA team will complete the Research Edge program to enhance their research skills.

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Members will discover diverse, peer-reviewed articles that connect recipes to their stories on a broad scale. Each member will find at least three impactful sources to evaluate for the HIA entry.

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Members will strive to discover how recipes and their associated stories shape cultural identities and strengthen community ties, fostering a deeper relationship within the college network.

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Members will explore how recipes reflect historical events and cultural shifts within communities over time, providing context and continuity.

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Members will examine how narratives are told through recipes passed down through generations that were silenced or suppressed.

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Members will investigate how local food traditions and practices reflect the unique historical contexts of specific regions and communities, aiming to collect diverse perspectives.

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Members will participate in regular meetings to

The HIA team invited the broader Yavapai College community to contribute their recipes and stories to our cookbook. The goal was to obtain at least 25 recipes from our college community. We received 65 recipes from Yavapai College students, faculty, staff, and their families. The HIA research team chose to host a tasting event to highlight the stories and share our research findings with the community. We collaborated with our on-campus diner, The Eatery, to prepare selected recipes for the tasting event. Additionally, our college printing services helped design and produce a bound copy of our “Taste the Tales” cookbook. The entire college community was invited to join us for the tasting event, where the cookbooks were distributed. Collaboration also occurred with members of the college marketing team, who promoted the event on social media and across all six campuses. Our goal was to reach an audience of at least 50 individuals. As described below, the project exceeded our expectations in both attendance and the number of cookbooks distributed.

ACADEMIC INVESTIGATION As we explored why stories matter, we formulated the research question, “How do recipes preserve and alter the narrative of stories through history within specific cultures and communities?” We reviewed over 15 academic articles that discussed how different cultures share stories through food. Our research focused on a wide range of articles that demonstrated the significant role recipes play in intergenerational connections. We examined the Jewish, Native American, Appalachian, and American cultures. We learned how recipes and stories serve as a vital bond as immigrants migrated to America. For example, Appalachian people learned to adapt their recipes to new environments by changing

Civic Scholar: Phi Theta Kappa Journal of Undergraduate Research

Taste the Tales

ingredients while maintaining their traditional recipes. We also discovered that Native Americans used food to tell stories passed down through generations, which are still embraced today. Finally, we found that recipes are a way to preserve history. One article detailed the Jewish tradition of using food to mark significant life events, illustrating recipes as a form of storytelling. Additionally, the research showed how the Jewish community has rituals that tell stories through food, which changed due to the Holocaust. While different cultures use and embrace food in various ways, all recipes serve as a source of cultural preservation. Our research concluded that recipes are not just food; they are essential narratives of cultural identity, giving voice to untold or suppressed memories and community resilience.