Base Group #3

Check-in Answers

Date / Question


What are you looking forward to next semester?


What obstacle have you overcome that you are especially proud of?


Does pressure make diamonds?


What is something that you’re good at but don’t value? What is something that you aren’t good at but wish you were?


What motivational strategies do you use when you don't want to do something that needs to be done?


What is the best thing that happened to you last weekend?


What was your 'path not taken'?


What is the most exciting thing you did during college?


What is something you are proud of?


Favorite relative?


What is the best thing that happened to you last semester?


Rejuvenation place?


Intellectual hero?


Favorite movie?


Favorite book?


Favorite teacher?


I have taught statistics to high school students, but it has been a long time since I have been asked to think about the ideas in statistics as a student. I'm looking forward to seeing the material again, and linking it to practice.

My mom told me she was proud of me for doing this PhD program, and the obstacle to that was my fairly average undergraduate record and my lack of a Master's degree.

This is funny. Nice try, Cary.

I am good with people, but I hate parties. That is my curse. I usually go and start talking to random people, asking them tons of questions, and people respond positively. I don't totally enjoy it, however, unless I meet someone who is quirky and interesting enough, and polite enough to have a conversation instead of just talking about themselves. So that is something that I'm good at that I definitely don't value.

I wish I was better at playing the piano.

I am a big fan of the Pomodoro technique, especially since it provides an avenue for rewards based on accomplishments. I also am sort of a glutton for punishment, so if I don't want to do something, say like read Schunk, I make sure that I do it first.

No comment

I drove to Barrie, ON and saw Radiohead AND went back in like 16 total hours.

I'm here.

My brother, Chris.

I won an award for leadership in the College of Science at Purdue and they asked me to do an op-ed in the College magazine. OH! I was also accepted at the ICER conference for a paper I wrote with some EPET people.


Claude Shannon, who was/is my favorite computer scientist.

"The Third Man"

"Gravity's Rainbow" by Thomas Pynchon. Super interesting premise, lots of great characters, weird in a good way, and felt like an achievement when I finished it (in the way that "Ulysses" never was because I couldn't read more than 100 pages).

Tom Cotner (two years of Calculus) was my favorite teacher, as he taught me that I needed to work harder to succeed and that eventually I wouldn't be able to just float by.


Hmm I thought I answered this on Sunday but I guess not. I'm looking forward to asking a thousand stats questions, and sitting in on my lab group and generally just learning from Lisa and her other advisees.

When I was growing up we didn't have a lot of money, so going through my undergrad at the school of my choice in spite of my dad's insistence that I should go to community college and then transfer is a point of pride for me.

Excellent, a science question 🙂 Yes, yes it does. But you'll also have to bring the heat.

I honestly can't think of anything for the first one. For the second, I wish I could play an instrument. Maybe I will be like Jessica's friend who is learning Japanese and take it up after this program.

I bribe myself with something that I will enjoy. "If I can make it through this assignment I can read something for fun for 15 minutes before I go to bed." "If I get up extra early every day this week and grade all of these projects, I will buy myself a fancy coffee on Friday morning."

I made it to Italyyyyy, and I'm with my family after three days of traveling and many, many airports.

I already answered this once but I don't know what happened to my answer so I'm answering it again.

I got rejected by Teach for America as a senior in college (probably because I'm too much of a smartass) and it was the best thing that ever happened to me.

Made a mini-documentary about an exploratory learning program for kids visiting in Costa Rica.

That I worked after our school evacuated when other people avoided working and used our situation as an excuse to not do anything.

My brother in law who has a PhD in archaeology because we like being nerds together.

I received an incredibly heartfelt thank you note from the kids I helped after the evacuation and who basically became my second family.

Yoga OR the playground with my kids.

Mark Larson

The Princess Bride.

The Count of Monte Cristo

Mr. Lapp, made senior physics an adventure. Beds of nails, gunfire, rockets, electricity.


Getting a better understanding of stats. This is definitely my area of weakness in this program, so I'm looking forward to diving in. I know it's going to be a challenging term for me, but I'm excited to feel like I'm gaining knowledge in an area that in which I feel a sense of deficiency.

Getting through my first year of teaching was probably the biggest obstacle I've ever had to overcome. There was a point in October when I remember being curled up in the fetal position on my floor in front of my closet, unsure if I could get dressed and make it through another day. I just felt so ill-prepared to handle the intensive behaviors of my students and didn't feel like they were making any growth/I was doing any good. But, behavioral change takes time, and by January, I was seeing growth. By April, many of them had made drastic changes. It just took seeking out lots of sources of support both within the school and in my personal life, and continuing to push on through.

Ummmmm...I defer to Anna. Or is this an "It depends" answer/trick question?

Good at but don't value: Party organizing
Aren't good at but with I was: Team sports like soccer, volleyball, basketball, etc.

Positive self talk. Reminder about the goal. This often takes the form of writing the goal and giving myself sub-goals if its something that requires a lot of steps. Checklists and concrete deadlines really help me a lot. Sometimes if I'm really feeling unmotivated, I'll give myself a reinforcer tied to the goal (e.g., if I meet the deadline, complete the task, etc., this is what I can reward myself with).

A pretty funny example--I was having a horrible time motivating myself to work on a universal bullying component to a book I'm working on, and nothing I was doing was working because I kept getting hung up in my own head on all of the reasons I don't like this project, am concerned about what I'm writing, etc. Finally, I knew I just needed to work on the damn thing, so I set up a motivational system. Adopting a mystery motivator system, I made a chart with 100 squares. I had a colleague use an invisible ink marker and put invisible x's in some of the squares. For each 30 minutes of concentrated, completely uninterrupted writing, I could fill in one of the squares and see if I got an x. When I got an x, I got to spin for a reward on a reinforcer wheel. The rewards were things like a 10 minute walk, 5-minute call to a friend, go get a coffee treat or yummy snack at a nearby coffee shop, and the biggest one (the smallest slice on the spinner) was schedule a lunch with a friend I haven't seen in a while. The funny thing is, once I got in the rhythm of working, I really didn't need the system, but it was great to get me jump started. The ridiculousness of it and kind of fun components of the invisible ink and the spinner made me get out of my own head on all of the negative self-talk about things I wasn't enjoying!

One note on the "how well prepared"--I'm putting a 5 because I'm making great progress through this week's goals. If I have to account for next week though, I'd rate a 2 or 3 because I'm terrified about next week. We have a lot of big stuff due, I'm a bit at a loss with the RDP going from logic model to full fledged design proposal, and our company's 20th anniversary national conference is next week, so I'll be presenting for three days straight. Yikes.

I got to ride a camel with my son! (Took our kids to wildlife safari on the 4th.) I had no idea how big camels are until I was on riding it! I've decided it should be my common mode of transportation.

Orchestral flute

African Ensemble

The changes I saw students in my classroom enact.
One kid had 19 suspensions the year before he joined my class, set a fire in the school, broke in at night, etc. By the time he left our school, he was mainstreamed in 5 out of 6 classes, getting As and Bs, and successfully transitioned to HS. He graduated with a regular degree a few years ago.

Another student--He had severe behavioral issues, and they thought he had severe cognitive delays aThey told me not to even say the word "work" to him and that everything had to be done via games. I gradually was able to get him to work and eventually he was doing 45 minutes of concentrated work at a time. He gained two grade levels of reading in one year.


Had an acquisitions editor from ASCD approach me and ask me to write a book proposal. It has now been accepted!! And my daughter turned 1 and son turned 3. 🙂

The woods

Randy Sprick

Pan's Labyrinth

Sometimes a Great Notion by Ken Kesey

Stacey Harris (Ms. Harris) Mentor who showed the power of structure, compassion, and the incredible ability for behavioral change

Weekly Preparation


Class Avg: 3.7


Personal Avg: 2.9


Personal Avg: 5


Personal Avg: 3.9

3 Things I Learned



















1) I learned that my writing is still a work in progress, and that everybody needs an editor.

2) I learned that my peers and my base group in particular are a great help in keeping me motivated and helping me work out my problems.

3) I learned throughout the course that I should accept that people's perceptions of me are not something that I need to worry about, as long as I keep working at being a better person.

1) I learned that I need to look more specifically at some of the article critique questions to make sure I'm addressing what is expected

2) I learned a lot about writing practices that will be useful to me going forward

3) I learned once again the benefit of having a great peer cohort and in particular a strong base group

1) I learned that my peers are amazing in the sense that they have been doing all of this with kids, and other distractions. I had one big work thing come up and I fell apart this week.

2) I learned that I do not want to edit video for a living.

3) I learned that my peers are amazing, because their research proposals were much better than I would have expected.

1) I learned the benefit of the Schunk book, which was not my favorite previously. It definitely came through when I needed to write the draft proposal.

2) I learned that I could definitely use the check up on practical statistics. Thinking about applying them is different than teaching the concepts to students.

3) I learned that I need a weekend to myself.

1) I learned about the benefits of a quasi-experiment in education research

2) I learned that I am not cut out to be the next Ira Glass

3) I learned that self-regulation can be viewed with a variety of lenses and how that impacts how I might use it in my research

1) I learned that I need to prepare better for these busy weeks

2) I learned that I still don't understand a conceptual framework from the standpoint of criticism

3) I learned that I should not forget to do my base group checkout

1) One obstacle I imagine that I will face is the difficulty in balancing my work schedule, my home schedule, and my school schedule.

2) A second obstacle I imagine that I will face is in finding research that helps me to feel confident that I have identified a gap in the knowledge base.

3) A third obstacle I imagine that I will face is in finding the strength to go on without base group 3.

1) I learned that Cary is very tricky with the ol' arguing from the same set of evidence trick.

2) I learned that there are a lot of distinctions on the scale of internal validity and experimental design, and that you cannot escape endogeneity

3) I learned that exogeneity is a unicorn

1) I learned about the structural equation modeling, and that it will be fun to explore that in more detail when I get home

2) I learned how to use information processing theory to think about reading for comprehension

3) I learned that it's okay to look at research that doesn't advance your own agenda.

1) I learned some of the differences and similarities in behaviorism and social cognitive theory with regards to learning, motivation, transfer and...

2) I learned that random probability sampling is a fancy way to say statistical inference

3) I learned that Anna and I can indeed work together even though as Cary says, I am always right.

1) I learned that my concept of a scholar's conceptual framework is not completely accurate (in particular that I find myself too caught up in the mechanism rather than the underlying theory).

2) I learned that there is more nuance in behaviorist theory than I had considered coming in to class today.

3) I learned that I am useless when I hit the wall, and that I can't fake it when I'm in this state.

1) I learned that there are three different validities in particular that I should not confuse.

2) I learned that my narrative sense is not strong, and that I need to slow down when I talk.

3) I learned some things about IRB which I will need almost imminently so I better get on that...

1) I learned about the challenges (and distinction) between primary and secondary data

2) I learned that I need to invest myself more in the process of qualitative research so that I have the full range of tools in my toolkit.

3) I learned that my logic model was sufficient, and that there can be a benefit in thinking more abstractly in designing one.

1) I learned that I don't love logic models but that I'll do my best to use them to refine my thoughts.

2) I learned not to be a bricklayer even though Professor Lin told me to make lots of bricks

3) I learned that the Rose book is indeed going to be a trial for me, and that I need to learn how to see the proper value in qualitative research.

1) I learned the purpose of thoughtful analysis of an issue from both sides of that issue.

2) I learned several avenues for finding information about my research topic

3) I learned that my research topic needs clarification and that I shouldn't make broad assumptions about the degree to which people will understand my domain.

1) I learned that I do not have to have a complete focus on what my research goals are, and that we will work towards a focus that allows me to approach the generation of new knowledge

2) I learned that there is an added level of complication in educational research due to the variety of methodologies, the difficulty in implementing interventions in real classrooms, and the change in essential learning theories over time.

3) I learned the path and expectation for our course of study and what we should prepare for over the course of the next five-ish years.

4) I learned that one cup of coffee isn't going to do it. And that the upstairs water tastes funny.


1) I did a lot of reading on self-efficacy and individualism/collectivism and group preference scales

2) Josh totally helped me out on some methodological questions for my RDP

3) I really enjoyed talking to my cohort-mates about the RDP review process. It was really interesting to have side conversations about how we handled the assignment.

1) The writing tips articles were wonderful and I really enjoyed our discussions. Lots of things to pin to the walls in my office.

2) I'm really feeling good about the peer review process

3) I *think* I'm getting better at the ACs, so I guess I'm learning how to be more systematic in how I answer the questions.

1) I love video editing, but it is always more time consuming than I think it will be

2) Good review (and conversation) on neuroscience and it's applications in education

3) I learned a ton from reading my classmates' RDPs

1) Well I already knew this, but I learned again that Josh is awesome. He helped me a lot with some math stuff.

2) I think I have a better idea of conceptual frameworks

3) I learned oh so much from reading the chapters on motivation and self-efficacy in the Handbook of Ed Psych while waiting for two hours to pick up my car. Also I recommended it to everyone because there is really something there of use to everyone.

1) "Garbage in, garbage out" is true not just for data but also for audio files. Ok I already knew this, but I lived it this week. Many technical difficulties!

2) I kind of like the appeal of natural experiments. They seem very... clever.

3) I'm starting to recognize names that pop up frequently in my research reports! That makes me feel like I actually know what is going on just a tinsy bit more.

1) I really enjoyed both of my research report articles, especially the second one because unlike other comparison group studies with curriculum it actually tried to identify which components of constructivist teaching increase self-efficacy

2) The conversation on TPAC was really interesting to me and brought up a lot of practical questions

3) Our discussion of transfer was interesting, though I still feel like there's a lot of overlap in explanation especially between SCT and constructivism.

1) Managing time with time zones is going to be a PITA.

2) I am going to potentially be overwhelmed with the amount of reading I have to do and getting settled in a new place.

3) I am going to miss the feedback from being in the class.

1) Distinguishing between controlling statistically, with your sample, and by design

2) More clarity on endogeneity and exogeneity

3) An idea of the depth we should expect from our practicum experience

1) Discussion of the complex math models... really has me curious

2) LOTS of good feedback on the article critique.

3) Use of information processing theory to support reading strategies

1) More fine grained comparison of behaviorism and social cognitive theory

2) I really liked the applets

3) 50% of Reese's pieces are orange. Why not 30%? This bothers me.

1) Five minutes is not very long to share a study I am super excited about!

2) More nuanced description of behaviorism

3) Matt really helped me understand some stats stuff I was having a hard time with.

1) Mendeley!

2) Logic model troubles and possible solutions

3) Nice visualization of errors

1) My logic model is more complicated that I originally thought


3) Not to conflate method with your identity as a researcher, the topic, or the quality of your research

1) Components of the article critique (summary/evaluation/evidence): I did not place proper weight on each of these in my own reviews

2) Rose's approach to research (we focused more on methodology than I had previously) is new to me and challenging

3) Distinguishing theory, conceptual framework, and model

1) Support all of your ideas with evidence

2) Good research questions are "positive not normative" (R&VR) but their application is embedded in our values

3) Tips & tricks for finding some resources

1) Sequence and requirements of PhD program overall

2) Social science research is less quantifiable than science research because of the higher order relationships inherent in social science, and requires a broader array of strategies to analyze

3) Learning a) involves change, endures, and occurs through experience


1) The importance (and difficulty) of tactful responding to peer review feedback!

2) I'm learning to be a bit better with managing my perfectionist tendencies in order to be able to maintain some sanity during this program.

3) Cary: "Writing is thinking. Keep working on pruning and sharpening."

1) Tips for how to approach the revision process

2) Nice review and reminder about the importance of considering audience in our writing

3) I keep thinking "I've got this" on the article critiques but the more I dive into the work of them, the more I start second-guessing whether what I'm seeing and critiquing is actually there. I've done fairly well on these, but I wonder if you ever stop questioning yourself on them

1) The four ethics questions that should guide all research (review, but a helpful one)

2) That I'd still love to learn more about neuropsych. It's a fascinating area of study.

3) That it's very hard to find images that are publicly sourced and work to tell a story. I spent so much time trying to find the images that I wanted and eventually had to give up and go with ones that were general approximations of an idea.

1) Writing an RDP is hard! At least at this point in time. Iterative process...

2) Writing an RDP while single-momming, presenting at a conference for multiple days, and trying to get an article critique and discussion questions posted is really hard!

3) Our profs/TAs are very understanding.

1) More clarity on the difference between natural and quasi-experimental designs, and randomized field studies

2) Reading Ronau & Rakes helped give me a better understanding of why I was having such a hard time conceptualizing my original topic of implementation fidelity with professional development. If measuring teacher knowledge is so difficult, measuring implementation fidelity, which is comprised of knowledge, motivation, self-efficacy, etc., seems even more difficult! Maybe someday. 🙂

3) I actually employ a lot of self-regulatory strategies that can cross between different theoretical perspectives. As I progress through the program, I'd like to continue going back to the Schunk chapter to see what I can improve upon and places I might go to seek out more strategies that I don't currently use.

1) I need to get quicker in responding to the reading questions. I spent an inordinate amount of time reading and writing those questions this week, which meant I got behind on the article critique and got no work-work done. 🙁

2) TPACK--I really appreciated learning about this framework

3) I'm doing okay on the research reports. I hadn't received feedback so was feeling a little blind in moving forward. But, it looks like they are going in the right direction.

1) When people ask for meetings during the times that I have blocked out to work on this program

2) When I don't have enough time to finish something for work or for school

3) When I am wrapped up in my own head, going round and round with the same questions or problems

1) Read Sylvia's How to Write a Lot

2) What the HECK I'm doing for my research interest/logic model! 🙂

3) "Endogenous" crosses over the spectrum of observational and experimental research.

1) How to read!

2) Information Processing Theory = Inside Out

3) I can be in a research group and adjust as needed based on time

1) Clarification about the effect of the sample size on how closely the sample statistics represent the population parameter

2) Lamppost concept--one theoretical perspective will illuminate certain things and another illuminates other things, but there are areas of overlap

3) Importance of precision of language--individual words carry very specific meanings and misuse of them changes your meaning

1) About the foundational behaviorist studies with math facts taught underwater! Wow

2) John Bell's research

3) That everyone pulls out different pieces in an article critique based on their frame of reference/background knowledge

1) Mendeley

2) Research is like connect the dots. One study generates 10 more questions. You research another of those and it generates another 10 questions.

3) Advisor's relationship to our research--they are accountable for it. Level of responsibility we have to our advisors (e.g., they store all print consent forms).

1) "Richly experiencing the fact you don't know"--TOTALLY relevant for the struggles of this week

2) Method is not the same as good research. Method should not define the topic. Method should not define the researcher. "Your skill set may be stronger in one or the other but not by way of identity."

3) With qualitative data, bias is assumed. Researchers work to understand the nature of their own bias in relationship to the case.

1) Summary, Critique, Evidence for article critiques. Summary and critique should be minimally sufficient to make the point. Evidence should provide enough examples but doesn't need all.

2) Difference between a conceptual framework and a theory (explanation but no testable hypothesis vs. has a testable hypothesis)

3) How to work from a general logic model to something more specific and researchable

1) Constructive Controversy--I appreciated the methods used to create effective analysis of an argument

2) Sentence starters for an argument: "As an academic, theory/research says..." and "I don't know but ...."

3) Methods for searching for sources--finding one and looking at references, handbooks, etc.

1) Difference with this program as compared to M.S./M.A. and Ed.D. I picked the right program!

2) There are many dualities/binaries in this work. Evaluate from both angles and across the continuums.

3) Ways to discuss article--frame argument and then critique

Remaining Question(s)



















My major question is whether I ought to work out IRB now so I can use this year's data from my MOOC. Aman says yes, but I'm still not certain I can run the course and set up the interventions that I had proposed.

I have some questions about my draft proposal for my research, particularly with regard to whether I need to justify certain choices I made in the design of the experiment to a greater extent than I already thought that I had.

Why did I do a digital storytelling project?

My big question is how I should proceed regarding IRB. That was a long time ago.

I'm pretty good this week. Nothing that hasn't been asked before.

I asked a question regarding my research interests, and how to incorporate the underrepresented participant angle which Cary had pointed out during my final portfolio presentation, but there wasn't a response so that remains my question.

When I am struggling to make time in my schedule for school, my plan is to ask my wife to help me plan out some time where she and I can study / read together (i.e., put it on the calendar)

When I am struggling to find research, my plan is to bug Aman since he is such an expert in the field of computer science education research.

When I am struggling to face another day without base group three, I am going to pick up my copy of "The Count of Monte Cristo", or "Sometimes a Great Notion" and think fondly on the two good friends I have made!

I still wonder what Cary really thinks about Rose...

Every day, more learning theory that I need to cozy up with when I get back home...

I am questioning my own process now that I'm in the depths of the learning theory readings. I feel like I read the material only to come in and have barely scratched the surface. I need to find a better way to read for comprehension and content mastery.

The differences between a straightforward conditioned effect and the unconditioned stimulus and response left me baffled, although it may just be as result of hitting the wall.

I still don't know what the optimal arrangement is for my logic model, mostly because I have too many pieces.

I may have sort of spaced on the importance of a mediator role in the logic model. Why is that different than the additive model?

I read about two different forms of logic models, and I'm curious what the goal of each is now that it appears that we're focusing on the dyad as opposed to what I had viewed as a more informative and expressive logic model that categorized different components of our research design.

I still need some clarity on the difference between defining the problem that you want to address (does it exist?), and doing preliminary studies to justify your work.

I am still concerned and questioning how to weigh my passions in determining the proper space to work within versus the existing amount and types of research that can be found in that space.


None for now. Bring on the stats!

I really can't think of any...

I hope my feedback was good enough on the RDPs but I'm not sure. It wasn't the same as writing an AC, I felt like there was less to comment on ecause they weren't as well developed.

The article critique is still a thorn in my side. I *think* this one is better, but I'm really not sure...

I am still a bit lost on the conceptual framework part of the AC, but my awesome base group partner Jessica is helping me sort through it.

The article critique is still a little muddy for me, but I assume that will change with practice.


If I run into trouble with workload I am going to sit down with my husband and kids and plan out a schedule so I can carve out some time where I can work alone.

If I feel like I need feedback I am going to use Slack, email, etc. to reach out to cohortmates and Colin and Josh and my advisor and Cary and Matt.

Is there a graphic organizer somewhere that connects all of the kinds of experimental designs under umbrellas with validities labeled, etc.?

Still working on building an image of where all the lamplights are shining with the learning theories and exactly which intersections interest me most.

Role of neurological processes in behaviorism? (Ying and I had an unsettled debate.)

How to approach an article critique where I just have too much to say.

How will we plan and execute our video as a base group?

How am I possibly going to get all of my homework done tonight?

Not a question but I'm curious to see how my own model-building goes...

Still sorting out my research interest statement.

How can I articulate my research interest in 250 words?


When will our AC5 feedback will come in?

Once you get "good" at doing a peer-review, article critique--how long do you reasonably spend on each one?

I'm concerned that I didn't fully understand one of the RDPs I was reading. I'm not sure if the author wasn't completely clear or if I was just not following. My head is a little overfull right now, so I hope I didn't do a disservice to the author.

Is my design for the RDP okay? It's a descriptive analysis, so not a very rigorous design, but it seems like a necessary preliminary step given no research seems to have been done yet in this area. In order to make the case for more intensive study, it seems like I have to first establish that the phenomenon is even occurring, so I proposed a prevalence study. When I got to the design section of the RDP, there wasn't all that much to say, since it's not a difficult design!

Whether my current idea for the RDP is appropriate. It's a historical study to examine prevalence of a phenomenon, and Emily and I have been chatting back and forth over email. She has indicated it would not be rigorous enough for practicum or dissertation, but that it would make an interesting precursor "writing project". I'm not sure what that means. I do think it's an important precursor to later study I might do in the program, so I'd like to get feedback through the RDP, but I'm not sure if they are going for more rigorous designs for this project. I'm trying to get feedback from Colin and Josh, but I've had trouble connecting, and I'm a little panicky about the timeline and wondering if I should just move forward.

I'm really uncertain how I'm going to get all of this work done. The next two weeks will be really telling. Our National Conference is the 17th–21st, and I'm presenting all day on the 20th and 21st. That's the same week the first draft of the RDP is due. I'm going to have to try to get this week's work and most of the following done before the 17th. I'm a little panicky.

1) I plan to tell them that I have a "prior work engagement" and will need to suggest another time.

2) I can hire one of our trusted babysitters to come over for two hours. It will make me less stressed, which will be a better situation for the kids than if I'm physically present but not mentally there.

3) I will call on my cohort to help me talk it out/work it out.

Do I need to redo the three research reports that were on a totally different topic?

Can I do the article critique on my own?

How to know how much to take on. Everyone keeps talking about how this degree requires more than coursework, but how to decide what to say "yes" to and what to say "no" to...

Clarity on different kinds of validity and reliability

Why does everyone seems to have such an awful view of behaviorism? Was it taught in a way that was absent of other theoretical perspectives?


How the heck to apply all of this to create a logic model related to my own research interest?!!!

For the RDP project how to formalize a question and narrow down what I would like to research

How to narrow down my research interests...I've got several and they don't necessarily intersect!