Research in Action | A podcast for faculty & higher education professionals on research design, methods, productivity & more (Dr. Katie Linder, Director of the Oregon State University Ecampus Research Unit)

Bonus Clip #2 [00:00-03:44]: Dealing with Loneliness as an Independent Researcher

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Jessie L. Moore, director of the Center for Engaged Learning and professor of Professional Writing & Rhetoric at Elon University. She previously coordinated Elon’s first-year writing and professional writing & rhetoric programs. She received her Ph.D. and M.A. in English Rhetoric and Composition from Purdue University. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016) and Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017). Jessie currently serves as the elected Secretary of the Conference on College Composition and Communication and as U.S. Regional Vice President of the International Society for the Scholarship of Teaching and Learning.

Segment 1: Researching Writing Transfer [00:00-12:13]

In this first segment, Jessie shares about her research on writing transfer.

Segment 2: Multi-institutional Research [12:14-23:56]

In segment two, Jessie discusses what she has learned from multi-institutional research projects.

In this segment, the following resources are mentioned:

Segment 3: Organizing Research Seminars [23:57-35:16]

In segment three, Jessie shares about a research seminars program that draws scholars from all over the world.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip [00:00-03:22]: The Role of a Librarian as a Faculty Researcher

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Take a listen to our October 2019 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Kaite is joined by Dr. Sarah Casey, who was awarded a PhD in Media, Communication, and Feminist Cultural Studies from Griffith University (2015). She lectures in Screen Media and Communication at the University of the Sunshine Coast, Australia. Sarah has published in the areas of Media Studies, Feminism, and Celebrity Studies, and she is particularly interested in digital feminist activism, as well as the role of popular media feminist celebrities in campaigns. Sarah is currently finalising a monograph entitled “Heroines'”, and is the co-author of Media and Society (with Michael O'Shaughnessy and Jane Stadler). Sarah leads the “Stories of Country Women” project that documents the lived experiences of women in drought-affected regions of outback Australia. Sarah is the Vice-President for the Australian Women’s and Gender Studies Association, the peak body for such research in Australia.

Segment 1: Researching digital feminist activism [00:00-11:15]

In this first segment, Sarah shares some examples from her research on digital feminist activism.

In this segment, the following resources are mentioned:

• O'Shaughnessy, M., Stadler, J., & Casey, S. (2016). Media and society. Cary, NC: Oxford University Press.
• Australian Women's and Gender Studies Association
• change.org

Segment 2: Real Stories of Country Women Project [11:16-21:05]

In segment two, Sarah shares about her current work on the Real Stories of Country Women Project.

In this segment, the following resources are mentioned:

• Real Stories of Country Women

Segment 3: The Australian Women's and Gender Studies Association [21:06-32:12]

In segment three, Sarah shares about her work with the Australian Women's and Gender Studies Association.

In this segment, the following resources are mentioned:

• Australian Women's and Gender Studies Association
• National Women's Studies Association
• change.org

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Take a listen to our June 2017 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-04:16]: Example of a Shy Researcher Engaging with the Media

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Rebecca Pope-Ruark is an associate professor of English at Elon University where she coordinates the professional writing and rhetoric program and leads the Design Thinking Studio in Social Innovation pilot program. She earned her MA in Professional Communication from Clemson University in 2000 and PhD in Rhetoric and Professional Communication from Iowa State University in 2007. Between her MA and PhD, Rebecca spent two years working in marketing communications in Silicon Valley. Her research interests include student collaboration and project-based learning; Agile project management as strategy for managing both faculty and student work; design thinking pedagogies, especially in the liberal arts; and metic intelligence in professional and technical writing pedagogy. Her work has appeared in disciplinary journals including the Journal of Business and Technical Communication and Technical Communication Quarterly as well as in Scholarship of Teaching and Learning journals. She has led workshops on Agile and the Scrum framework at multiple conferences, including the International Society for the Scholarship of Teaching and Learning. She is the author of the faculty development book, Agile Faculty: Practical Strategies for Managing Research, Service, and Teaching, available now from the University of Chicago Press. More information about Rebecca can be found on her website http://www.rebeccapoperuark.com

Segment 1: Agile Methodology [00:00-12:59]

In this first segment, Rebecca describes the main elements of the agile project management methodology.

Segment 2: Backlogs and Sprints [13:00-26:51]

In segment two, Rebecca shares about two specific aspects of the agile method.

Segment 3: Scrum Boards [26:52-37:47]

In segment three, Rebecca shares about the concept of a scrum board and describes how she uses one.

Bonus Clip #1 [00:00-6:14]: Using a Scrum Board in the Classroom

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

In this episode, Katie is joined by Dr. Paul William Eaton, an Assistant Professor of Educational Leadership at Sam Houston State University. Paul’s research interests include inquiries into digital technologies in education and human identity~subjectification~becoming; digital pedagogy and learning; postqualitative, complexivist, and posthumanist inquiry; and curriculum theorizing-philosophy in the realms of postsecondary education and student affairs. He serves as Assistant Editor for the Higher Education section of the Journal of Curriculum Theorizing and on the Editorial Review Board of the Journal Committed to Social Change on Race & Ethnicity. He is the co-author of Troubling Method: Narrative Research as Being (Peter Lang Press, 2018, with Petra Munro Hendry & Roland Mitchell). His research has appeared in the Review of Higher Education, International Journal of Qualitative Studies in Education, Thresholds in Education, and the Journal of Critical Scholarship on Higher Education & Student Affairs, among others. He received his Ph.D. from Louisiana State University in May 2015, his master’s degree from the University of Maryland College Park in 2005, and his bachelor’s degree from the University of Minnesota Twin Cities in 2002. Follow Paul on Twitter and Instagram @profpeaton. His blog is located at: https://www.profpeaton.com.

Segment 1: Postqualitative, Complexivist, and Posthumanist Inquiry [00:00-17:40]

In this first segment, Paul defines the terms he uses to describe his research.

In this segment, the following resources are mentioned:

• Journal of Curriculum Theorizing
• Journal Committed to Social Change on Race & Ethnicity
• Hendry, P. M., Mitchell, R. W., & Eaton, P. W. (2018).Troubling method: Narrative research as being. New York: Peter Lang Publishing, Inc.
• Review of Higher Education
• International Journal of Qualitative Studies in Education
• Thresholds in Education
• Journal of Critical Scholarship on Higher Education & Student Affairs
• Connect with Dr. Eaton:
  • Website: https://www.profpeaton.com
  • Twitter or Instagram: @profpeaton
• Gullion, J. S. (2018). Deffractive ethnography: Social sciences and the ontological turn. New York: Routledge.
• Jackson, A. Y, & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York: Routledge

Segment 2: Research as Ontology [17:41-36:28]

In segment two, Paul talks about his research as a way of life.

Bonus Clip [00:00-04:10]: Collaborative Research

In this bonus clip, the following resources are mentioned:

• Trello
• Google Docs

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. John Fritz, an Associate Vice President for Instructional Technology at the University of Maryland, Baltimore County (UMBC). Working within UMBC’s Division of Information Technology, John is responsible for UMBC’s focused efforts in teaching, learning and technology, including learning analytics. He is also responsible for tier 1 (basic) user support including knowledge management. Previously, John served as UMBC’s Director of News & Online Information, and has more than 10 years’ experience as a public information officer, writer and editor in three University of Maryland campuses. John holds a Ph.D in Language, Literacy and Culture from UMBC, a Master’s degree in English (with an emphasis in rhetoric and composition) from the University of Maryland, College Park, a bachelor’s degree in English and religion from Columbia Union College in Takoma Park, Maryland, and certificates in New Media Publishing from the University of Baltimore and Instructional Systems Design from UMBC.

Segment 1: Faculty Course Design and Analytics [00:00-11:59]

In this first segment, John shares about some of his research on Learning Management Systems (LMSs)

In this segment, the following resources are mentioned:

• Khan Academy
• Fritz, J., & Whitmer, J. (2017, February 27). Learning Analytics Research for LMS Course Design: Two Studies. EDUCAUSE Review Online. Retrieved from http://er.educause.edu/articles/2017/2/learning-analytics-research-for-lms-course-design-two-studies

Segment 2: Adaptive and Personalized Learning [12:00-21:44]

In segment two, John discusses the rise in adaptive and personalized learning platforms and what this means for research on student learning

In this segment, the following resources are mentioned:

• Barry Zimmerman
• Khan Academy
• Blackboard
• IMS Global
• Edwards, M., Ford, C., Fritz, J., Johnson, D., Pugliese, L., & Birk. (2017). From Adaptive to Adaptable: The Next Generation for Personalized Learning | IMS Global Learning Consortium. IMS Global. Retrieved from https://www.imsglobal.org/adaptive-adaptable-next-generation-personalized-learning
• Fritz, J. L. (2016). Using analytics to encourage student responsibility for learning and identify course designs that help (Ph.D.). University of Maryland, Baltimore County, United States — Maryland. Retrieved from http://umbc.box.com/johnfritzdissertation
• Fritz, J. (2013). Using analytics at UMBC: Encouraging student responsibility and identifying effective course designs (Research Bulletin) (p. 11). Louisville, CO: Educause Center for Applied Research. Retrieved from http://www.educause.edu/library/resources/using-analytics-umbc-encouraging-student-responsibility-and-identifying-effective-course-designs

Segment 3: The Art and Science of Nudge Analytics [21:45-34:05]

In segment three, John shares about a new interest area for him: nudge analytics.

In this segment, the following resources are mentioned:

• Thaler, R. H., & Sunstein, C.R. (2008). Nudge. New Haven, CT: Yale University Press.
• Glenn, D. (2010, February 7). Struggling students can improve by studying themselves, research shows. The Chronicle of Higher Education.
• Albert Bandura
• Carol Dweck
• Collection of articles by and about UMBC’s use of analytics

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip #1 [00:00-04:13]: Heather Roberts's Favorite Books for Professional Development

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip #1 [00:00-04:30]: Ali Requests Feedback for a 2018 Conference Project

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Colin Hesse. Dr. Hesse, Assistant Professor, joined the Department of Speech Communication at Oregon State University in September 2013. Colin completed his Ph.D. At Arizona State University in 2009. His research focuses on the links between interpersonal communication and both psychological and physiological health. Specific communication processes of interest include the communication of affection, alexithymia, and family communication.

Segment 1: Interpersonal Communication Research [00:00-11:13]

In this first segment, Colin shares about his research on interpersonal communication.

Segment 2: Affectionate Communication [11:13-21:18]

In segment two, Colin discusses some of his research findings on affectionate communication.

Segment 3: Affection Deprivation [21:18-33:13]

In segment three, Colin shares about his work on affection deprivation.

Bonus Clip #1 [00:00-08:12]: Dr. Hesse's Research on Alexithymia

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip #1 [00:00-3:20]: Matt's Work Researching Ethnic Conflict and Identity

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by Bonnie Stewart, an educator and social media researcher fascinated by who we are when we're online. Program Lead | Designer for Experiential Education at the University of Prince Edward Island, and Founder | Director of the media literacy initiative Antigonish 2.0, Bonnie is interested in the intersections of knowledge, technology, and identity. As Director of Edactive Technologies, Inc., Bonnie keynotes and consults about digital strategy, digital pedagogy, and community capacity-building around the world.

Bonnie's work is centered in her capacity to help people find meaningful ways to work and think together. Based in participatory leadership models, her research, workshops, and teaching explore the changing realities of contemporary higher education. Bonnie has worked as a teacher and facilitator, online and off, for more than two decades, and enjoys few things more than a lively discussion. She does her best thinking out loud on Twitter as @bonstewart.

Segment 1: Opening the Dissertation [00:00-15:34]

In this first segment, Bonnie shares about how she opened the process of her dissertation to a larger audience.

Segment 2: Opening the Dissertation Defense [15:35-35:51]

In segment two, Bonnie shares about her experience with an open dissertation defense.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Take a listen to our June 2019 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Matt Lee, an Associate professor of psychology at James Madison University. Matt is a 2017 Fulbright Scholar teaching cross-cultural psychology in Croatia. He specializes in teaching and researching ethnic identity and conflict, and campus climate issues.

Segment 1: Campus Climate [00:00-13:17]

In this first segment, Matt shares about his current research on Campus Climate.

Segment 2: The Cultural and Racial Diversity Studies Lab [13:18-22:41]

In segment two, Matt discusses the work of his Cultural and Racial Diversity Studies Lab.

Segment 3: Conducting Research on Your Own Institution [22:42-34:23]

In segment three, Matt discusses the benefits and challenges of using research results to create change at JMU.

Bonus Clip #1 [00:00-3:20]: Matt's Work Researching Ethnic Conflict and Identity

Bonus Clip #2 [00:00-2:51]: How Campus Climate Data is Creating Change at JMU

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, I am joined by Dr. Laurie Juranek, an Assistant Professor in the College of Earth, Ocean, and Atmospheric Sciences at Oregon State University. Dr. Juranek studies what the chemistry of seawater tells us about life and death in the ocean. Her research takes her from the warm, aquamarine waters off of Hawaii to the ice-covered Arctic Ocean. When not doing science, she enjoys vegetable gardening, cooking, and weightlifting.

Show Notes

Segment 1: Life and Death in the Ocean [00:00-10:09]

In this first segment, Laurie describes the research questions she explores in her study of life and death in the ocean.

Segment 2: Logistics of Researching in the Field [10:10-22:17]

In segment two, Laurie shares some of the logistics of her research in the arctic.

Segment 3: Broader Impacts of Researching in the Arctic [22:18-33:25]

In segment three, Laurie discusses some of the ways she frames the broader impacts of her research, particularly for grant applications.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On today’s episode, Katie is joined by Dr. Rebecca Thomas, who is currently a postdoctoral scholar for the Ecampus Research Unit at Oregon State University. She recently earned a Ph.D. in Psychology from the University of Texas San Antonio (UTSA), where she successfully defended her dissertation on aggressive behavior in college students’ friends with benefits relationships in July 2018. Prior to UTSA, she earned an M.S. in Instructional Psychology & Technology from Brigham Young University (BYU). She is excited to apply her training and experience in study design, participant recruitment, and dissemination obtained at UTSA in combination with her previous experience on student success at BYU, in her new role as a postdoctoral scholar.

Segment 1: Choosing a Dissertation Topic [00:00-11:25]

In this first segment, Becca shares about her experience choosing a dissertation topic.

In this segment, the following resources are mentioned:

• Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. New York: Henry Holt and Company, LLC.
• Boyle Single, P. (2009). Demystifying dissertation writing. Sterling, VA: Stylus Publishing.
• Roberts, C. M. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation. Thousand Oaks, CA: Corwin.
• The Thesis Whisperer Blog

Segment 2: Getting the Dissertation Done [11:26-22:28]

In segment two, Becca shares productivity strategies for writing a dissertation.

Segment 3: Post-dissertation Dissemination [22:29-36:32]

In segment three, Becca shares her plans for disseminating her dissertation results.

In this segment, the following resources are mentioned:

• RIA # 106: Ali Duerfeldt on Research Dissemination Plans 
• Rocco, T. S., Hatcher, G. T., & Associates. (2011). The handbook of scholarly writing an publishing. San Francisco, CA: Jossey-Bass.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Take a listen to our October 2016 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources,  contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Joanna Garner. Dr. Garner is the Executive Director of The Center for Educational Partnerships at Old Dominion University in Norfolk, VA. Originally from the United Kingdom, Dr. Garner completed her Bachelors and Master’s degrees in Psychology at the University of Surrey before earning her doctorate in Educational Psychology at The Pennsylvania State University. Her work covers a range of topics pertaining to learning and identity development, particularly in relation to STEM education.

Segment 1: Best Practices for Presentation Slide Design [00:00-15:14]

In this first segment, Joanna shares some best practices to consider when designing presentation slides.

In this segment, the following resources are mentioned:

• How People Learn ebook
• RIA # 47: Michael Alley on Best Practices for Presenting Research

Segment 2: Do’s and Don’ts of Slide Design [15:15-24:02]

In segment two, Joanna shares some of her top do’s and don’ts of slide design.

In this segment, the following resources are mentioned:

• assertion-evidence.com
  • Templates
• Engineering Ambassador 

Segment 3: Joanna’s Current Research [24:03-34:08]

In segment three, Joanna discusses some of her current research and favorite resources for effective slide design.

Bonus Clip [00:00-3:30]: Joanna’s Views on Slide Animations

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Laura Gogia. Laura Gogia, MD, PhD is an educational consultant, researcher, and designer specializing in program evaluation, digital learning, and higher education. She is the principal for Bandwidth Strategies, where she offers organizational development and creative support for institutions of higher and continuing education. She was formerly the associate director of the Grace E. Harris Leadership Institute at Virginia Commonwealth University (VCU) and liaison for the Virginia Longitudinal Data System at the State Council for the Higher Education of Virginia (SCHEV). Gogia earned her doctorate (PhD) in Education Research and Evaluation and her Medical Degree (MD), both at VCU.

Segment 1: Researching the Student Experience [00:00-09:30]

In this first segment, Laura discusses some of the variable for researching student experience.

Segment 2: Sensemaker as a Research Tool [09:31-19:32]

In segment two, Laura describes uses of SenseMaker in research on student experience.

Segment 3: Connected Learning and Learning Design [19:33-35:37]

In segment three, Laura shares about her most recent research interests.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Take a listen to our April 2017 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-11:06]: Ehren's New Book Project on Bioengineering

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip #3 [00:00-5:02]: Chris's Work as a Carnegie Fellow

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-4:40]: Completing Multiple Revisions on a Journal Article

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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On this episode, Katie is joined by Dr. Kyle Niemeyer, an Assistant Professor of Mechanical Engineering in the School of Mechanical, Industrial, and Manufacturing Engineering at Oregon State University. His research focuses on developing new computational tools to better simulate important physical phenomena, including combustion, turbulence-chemistry interactions, and fluid dynamics. Kyle is also an advocate for open science and reproducibility in computational science.

Segment 1: Growing a Research Pipeline [00:00-12:27]

In this first segment, Kyle shares about his current research and how it influences future projects.

Segment 2: Open Science [12:28-23:07]

In segment two, Kyle discusses his passion for open science.

Segment 3: Being a Journal Editor [23:08-34:19]

In segment three, Kyle shares about his experience as an editor with several open science journals.

Bonus Clip #1 [00:00-04:35]: Perceived Drawbacks of Open Science

Bonus Clip #2 [00:00-02:26]: Dr. Kyle Niemeyer’s Podcasting Experience

Bonus Clip #3 [00:00-04:26]: Standardizing Data and Software Citations

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

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If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip # 1: Assumptions of Measurement [00:00-2:22]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, or contact the “Research in Action” podcast:

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On this episode, Katie is joined by Michelle Covi, an assistant professor of practice at Old Dominion University in the Department of Ocean, Earth and Atmospheric Sciences and a Virginia Sea Grant extension partner. She conducts research and outreach activities for climate adaptation and coastal resilience efforts for Virginia with an emphasis on Hampton Roads. Her research areas include sea level rise and resilience risk perception and communication, public participation in adaptation planning processes and engagement/outreach practices. She co-organizes the Hampton Roads Sea Level Rise/ Flooding Adaptation Forum, a quarterly meeting of adaptation stakeholders and co-chaired the Citizen Engagement Working Group of the Hampton Roads Intergovernmental Pilot Project. She completed her doctorate in Coastal Resources Management at East Carolina University, where her focus was on sea level rise risk communication and policy. She has a Masters degree in Marine Science from University of Georgia where she studied salt marsh ecology.

Segment 1: Sea Level Rise Research [00:00-11:57]

In this first segment, Michelle shares about her research on sea level rise.

In this segment, the following resources are mentioned:

• National Oceanic and Atmospheric Administration (NOAA)

Segment 2: Sea Level Rise Risk Preparation [11:58-23:20]

In segment two, Michelle shares about her work with sea level rise preparation.

Segment 3: Interdisciplinary Partnerships [23:21-35:59]

In segment three, Michelle discusses the interdisciplinary nature of her work.

In this segment, the following resources are mentioned:

• ODU Resilience Collaborative
• Virginia Sea Grant

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #2 [00:00-03:50]: Juggling Multiple Writing Pipelines

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

Segment 1: Research lessons from past guests [00:00-16:10]

In this first segment, Katie talks with past guests about the research lessons they have learned in the past year.

In this segment, the following resources are mentioned:

• RIA # 99: Dr. Jesse Stommel on Founding a Journal
• RIA # 104: Dr. Deborah Loewenberg Ball on Effective Teacher Education
• RIA # 115: Dr. Avi Kaplan on Methodological Diversity
• RIA # 117: Dr. Bastian Minkenberg on Genome Editing

Segment 2: More research lessons from past guests [16:11-32:38]

In segment two, Katie talks with more past guests about the research lessons they have learned in the past year.

In this segment, the following resources are mentioned:

• RIA # 133: Dr. Mary Ellen Dello Stritto and Dr. M. Brooke Robertshaw on Effect Sizes
• RIA # 138: Dr. Heather Corwin on Embodied Research
• RIA # 141: Dr. Gail Crimmins on Arts-informed Research
• RIA # 144: Dr. Kay Shattuck on Being a Research Director

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1 [00:00-02:05]: What's Next in Kevin's Research Pipeline

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

In this special bonus clip for our "back to school" mini-series celebrating the launch on our new edited collection High-Impact Practices in Online Education, Katie talks with Chrysanthemum Mattison Hayes about her experience editing a collection for the first time.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Kevin Roessger, an assistant professor of adult and lifelong learning. He received his B.S. in psychology, M.S. in administrative leadership, and Ph.D. in adult and continuing education from the University of Wisconsin-Milwaukee. Dr. Roessger currently serves as co-editor of adult education's flagship research journal Adult Education Quarterly, as well as reviewer for the journals Adult Learning and Journal of Continuing Higher Education. He has published numerous articles and book chapters in the field’s most respected outlets, and is currently overseeing a grant from the Department of Corrections that examines the effect of correctional education programs on recidivism and post-release employment. Dr. Roessger’s research interests include reflective learning strategies and developing reflective skills in adult learners.

Segment 1: Utilizing a content analysis methodology [00:00-19:01]

In this first segment, Kevin shares about his experiences utilizing content analysis in his research.

In this segment, the following resources are mentioned:

• Adult Education Quarterly
• Adult Learning
• Journal of Continuing Higher Education
• American Association of Adult and Continuing Education (AAACE)

Segment 2: Researching Correctional Education Programs [19:02-37:06]

In segment two, Kevin shares some of the logistics of researching correctional education programs.

In this segment, the following resources are mentioned:

• Davis, L., Bozick, R., Steele, J. L., Saunders, J., & Miles, J. N. V. (2013). Evaluation the effectiveness of correctional education: A meta-analysis of programs that provide education to incarcerated adults (RR-266-BJA). Santa Monica, CA: Rand Corporation.

Bonus Clip #1 [00:00-8:38]: Kevin's Most Recent Research Project

• Program for the International Assessment of Adult Competencies (PIAAC)

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1 [00:00-07:37]: Finding and Working with a Literary Agent

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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Bonus Clip: Collaborations between COIL and External Partners [00:00-4:28]

In this bonus clip, Brad shares more information about collaborative relationship development between COIL and external partners in the larger distance education community.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #3 [00:00-04:26]: Standardizing Data and Software Citations

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #5 [00:00-5:25]: The Relationship Between Isolationism and Internationalism

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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Take a listen to our February 2017 preview clips and find out about our one-year anniversary plans!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1: Relationship Between Caption Transformation and Animated Captions [00:00-3:00]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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On this episode, Katie is joined by Valerie Clayman Pye, an Assistant Professor of Theatre in the School of Performing Arts at LIU Post, where she teaches acting and voice and speech. She holds a PhD in Performance Practice, Drama and an MFA in Staging Shakespeare from the University of Exeter, where she worked with Shakespeare’s Globe and the Royal Shakespeare Company. Valerie’s research focuses on actor training pedagogy, facilitating performances of heightened text, and on practice-as-research (PaR). She writes about the intersection between text and performance and on the dynamics of performance at Shakespeare’s Globe. Her article, “Shakespeare’s Globe: theatre architecture and the performance of authenticity” was recently named one of the most-read articles in the journal Shakespeare in the last three years. She also holds an MFA in Acting from Brooklyn College. Valerie is a professional actor and director whose work has reached audiences in over twenty countries. As a voice and speech coach, Valerie has worked in theatre, film, and television coaching Academy, BAFTA, Emmy, and Golden Globe Award nominees. Her book, Unearthing Shakespeare: Embodied Performance and the Globe, was released by Routledge in January 2017.

Show Notes

Would you like to incorporate this episode of “Research in Action” into your course? Download the Episode 77 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information.

Segment 1: Practice-as-Research [00:00-16:40]

In this first segment, Valerie describes the methodology practice-as-research.

In this segment, the following resources are mentioned:

• Pye, V. C. (2014). Shakespeare’s Globe: Theatre architecture and the performance of authenticity. Shakespeare, 10(4), 411-427.
• Pye, V. C. (2017). Unearthing Shakespeare: Embodied performance and the globe. New York: Routledge.

• Konstantin Stanislavski

Segment 2: Engaging in Rigorous Practice-as-Research [16:41-34:13]

In segment two, Valerie shares how researchers using practice-as-research ensure rigor.

In this segment, the following resources are mentioned:

• Studies in Theatre and Performance
• Theatre Topics
• Theatre Survey
• Performance Research
• For more on journaling, listeners may want to refer back to these resources:
  • RIA # 10: Dr. Dannelle Stevens on Journaling Best Practices
  • Stevens, D. D., & Cooper, J. E. (2009). Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change. Sterling, VA: Stylus Publishing
• Nelson, R.(2006). Practice as research and the problem of knowledge. Performance Research 11(4), 105-116.
• Nelson, R. (and Ed.). (2013). Practice as research in the arts: Principles, protocols, pedagogies, resistances. Hampshire, UK: Palgrave Macmillan
• Freeman, J. (2010). Blood, sweat & theory: Research through practice in performance. UK: Libri Publishing.
• Practice as Research in Performance (PARIP)

Bonus Clip #1 [00:00-3:39]: An Example of Practice-as-Research

Bonus Clip #2 [00:00-02:29]: Valerie Defines the World Reflexive for Her Research

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

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The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, I am joined by Michael Alley. Holding a master of science in electrical engineering and a master of fine arts in writing, Michael Alley is an associate professor of engineering communication at Penn State.  He is the author of The Craft of Scientific Presentations (Springer, 2013), which has been translated into Japanese and Chinese. Over the past decade, he has taught presentations to scientists and engineers on four continents, in sixteen countries, and at more than 150 institutions. He has presented at Google, MIT, Harvard Medical School, Texas Instruments, Simula Research Laboratory (Norway), Shanghai Jiao Tong University, and the European Space Organization in the high desert of Chile. Alley’s websites on presentations are top Google listings for the topics of "engineering presentations" and "scientific presentations".

Transcript (.docx)

Show Notes

Would you like to incorporate this episode of "Research in Action" into your course? Download the Episode 47 Instructor Guide (.docx) or visit our Podcast Instructor Guides page to find additional information and past episode guides.

Segment 1: Best Practices for Scientific Presentations [00:00-09:35]

In this first segment, Michael shares some of what he has learned about making effective research presentations.

Segment 2: Investigations on Confidence in Speaking [09:36-16:25]

In segment two, Michael discusses how researchers can be more confident as presenters.

Segment 3: Rethinking the Way We Use PowerPoint [16:26-30:55]

In segment three, Michael shares some of his thoughts on PowerPoint and best practices for using the tool.

Bonus Clip #1 [00:00-02:48]: Tips for Presenting to Non-scientists

Bonus Clip #2 [00:00-06:39]: The Four Aces for Projecting Confidence

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Linda Henderson, an early years researcher in the Faculty of Education at Monash University. Her research is underpinned by a fundamental desire to contribute to the (re)making of life generating spaces and places. This work is grounded within feminist ideas whilst drawing on post-structural and post-humanist ideas, methodologies and practices.  Her work includes poetry, narrative and creativity with the aim of generating new and just imaginaries for education and society.

Segment 1: Participatory Action Research [00:00-16:24]

In this first segment, Linda defines and describes her experience with participatory action research.

Segment 2: Feminist Methodologies [16:25-33:13]

In segment two, Linda discusses how she is incorporating feminist methodologies into her work.

Bonus Clip: Pushing Methodological Boundaries [00:00-05:16]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, I am joined by Dr. Tara Gray, who serves as associate professor of criminal justice and as the first director of the Teaching Academy at New Mexico State University (NMSU). The Teaching Academy seeks to improve student learning by providing NMSU educators with professional development in teaching, scholarship, leadership and mentoring. The Academy helps them develop extraordinary teaching lives embedded in exceptional careers. Tara was educated at the United States Naval Academy, Southwestern College in Kansas and Oklahoma State, where she earned her Ph.D. in economics by asking, “Do prisons pay?” She taught economics at Denison University before joining the Department of Criminal Justice at NMSU. She has published three books, including Publish & Flourish: Become a Prolific Scholar. She has been honored at New Mexico State and nationally with eight awards for teaching or service. Tara has presented faculty development workshops to 10,000 participants at more than 120 venues, in thirty-five states, and in Thailand, Guatemala, Mexico, Canada, Saudi Arabia and the United Arab Emirates.

Segment 1: How faculty development centers can help researchers [00:00-9:11]

In this first segment, Tara describes the work of Centers for Teaching and Learning and shares examples of programming, resources, and services that can offer assistance to faculty researchers.

Segment 2: Writing and research accountability [9:12-20:24]

In segment two, Tara talks about factors that impact scholarly productivity and shares tips for sharing your work with others.

Segment 3: Concrete tips for productive writing [20:25-31:24]

In segment three, Tara offers suggestions for setting up a daily writing practice, forming a writing group and tracking your time writing.

Bonus Clip # 1: How Publish & Flourish came to be [00:00-3:43]

Bonus Clip # 2: Tips for Engaging Experts for Feedback on Your Work [00:00-2:13]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Take a listen to our November 2019 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Stephanie Evergreen, an internationally-recognized data visualization and design expert. She has trained future data nerds worldwide through keynote presentations and workshops, for clients including Time, Adobe, Verizon, Head Start, American Institutes for Research, Rockefeller Foundation, Brookings Institute, and the United Nations. She writes a popular blog on data presentation at StephanieEvergreen.com. Her book, Effective Data Visualization, was published in Spring 2016. Her other book, Presenting Data Effectively: Communicating Your Findings for Maximum Impact, was just published in its second edition in June 2017. Both books hit #1 on Amazon bestseller lists.

Segment 1: What is data visualization? [00:00-12:22]

In this first segment, Stephanie defines data visualization.

Segment 2: Common Mistakes with Data Viz (and Solutions!) [12:23-22:28]

In segment two, Stephanie shares some common data viz errors and her recommendations for solutions.

Segment 3: Creating a Positive Data Viz Culture [22:29-35:10]

In segment three, Stephanie offers some ideas for how to create a positive organizational culture around data visualization.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip: Creating a Virtual Community [00:00-1:30]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Take a listen to our March 2018 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #4 [00:00-6:29]:Chris's Interpretation of Grand Strategy

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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Bonus Clip #2 [00:00-03:53]: Benefits of Setting "Tripwires" in Your Professional Life

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

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On this episode, Katie is joined by Dr. James M. Lang, a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016), Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, and Time. He edits a new series of books on teaching and learning in higher education for West Virginia University Press. He has conducted workshops on teaching for faculty at more than a hundred colleges or universities in the US and abroad, and consulted for the United Nations on the development of teaching materials for college faculty. In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education. He has a BA in English and Philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University.

Segment 1: Editing a Book Series [00:00-14:59]

In this first segment, Jim shares about his experience editing a book series.

In this segment, the following resources are mentioned:

• Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA:Jossey-Bass.
• Lang, J. M. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, MA: Harvard University Press
• Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press.
• POD Network (conferences)
• RIA # 9: Dr. Kevin Gannon on Balancing Research, Teaching & Service
• RIA # 124: Dr. Sarah Rose Cavanagh on Emotions and Teaching
  • Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. Morgantown, WV: West Virginia University Press.

Segment 2: Choosing Which Books to Write Next [15:00-27:16]

In segment two, Jim discusses how he chooses which book to write next.

In this segment, the following resources are mentioned:

• Blog post on Dr. Jame's Lang's forthcoming book, Teaching Distracted Minds
• Schuman, R. (2018, November 4). The worst writing advice in the world. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/
• Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA:Jossey-Bass.
• Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. Morgantown, WV: West Virginia University Press.

Segment 3: Writing as a Teacher [27:17-36:08]

In segment three, Jim shares about his practical experience as a teacher impacts his writing.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Jennifer Keup, the Director of the National Resource Center for The First-Year Experience and Students in Transition where she provides leadership for all operational, strategic, and scholarly activities of the Center in pursuit of its mission "to support and advance efforts to improve student learning and transitions into and through higher education." Jennifer also serves as an affiliated faculty member in the Department of Educational Leadership and Policies in the College of Education at the University of South Carolina. Jennifer’s research interests focus on two complementary areas of scholarship: 1) the first-year experience and students in transition and 2) high-impact practices and institutional interventions. Under the umbrella of this agenda, she has engaged in scholarly work, teaching, and service on many topics such as college student characteristics; the impact of college on students; student access, development, learning, and success; curriculum and student services; peer leadership; community college and transfer issues; student performance, adjustment, and attainment; peer leadership; and institutional effectiveness and assessment. Her professional experience has yielded several conference presentations, keynote addresses, scholarly publications, terms on numerous journal editorial boards, and leadership and service positions for national and international higher education organizations. Jennifer is a proud graduate of UCLA where she earned her B.A. in Psychology and her M.A. and Ph.D. in Higher Education and Organizational Change.

Would you like to incorporate this episode of "Research in Action" into your course? Download the Episode 127 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information.

Segment 1: Directing a Resource Center [00:00-16:50]

In this first segment, Jennifer shares about her experiences directed a national resource center.

In this segment, the following resources are mentioned:

• National Resource Center for The First-Year Experience and Students in Transition
  • Annual Conference on The First-Year Experience
  • National Conference on Students in Transition

Segment 2: Research on First-year Seminars Online [16:51-34:20]

In segment two, Jennifer shares about the current research on online first-year seminars and experiences.

In this segment, the following resources are mentioned:

• Association of American Colleges & Universities (AAC&U) High-Impact Practices

Bonus Clip #1 [00:00-03:56]: Research Outputs from Jennifer's Resource Center

In this bonus clip, the following resources are mentioned:

• Journal of the First-Year Experience and Students in Transition
• Find more resources on the National Resource Center of First-Year Experience and Students in Transition website

Bonus Clip #2 [00:00-03:17]: When Your Personal and Professional Interests Collide

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1 [00:00-03:31]: Measuring Motivation

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Meghan Grace, a generational researcher, host of the podcast #GenZ, and the co-author of the books, Generation Z Goes to College and Generation Z Leads. Her third book, Generation Z: A Century in the Making, was just released. She and her co-author, Dr. Corey Seemiller have been studying Generation Z since 2014 and have conducted two original studies on Generation Z. Meghan's work with Generation Z focuses on utilizing generational research to influence individual practices and organizational strategies that promote empowering environments and experiences for members of Generation Z. Meghan has diverse experience working in higher education and student affairs with a background in program design and management, Greek organizations, leadership development, event planning, curriculum design, and research and assessment. Meghan holds her undergraduate degree in communication studies from Chapman University and a master’s in higher education from the University of Arizona. She is currently pursuing her doctoral degree at Vanderbilt University studying higher education leadership and policy and holds an assistantship in the Dean of Students Office of Assessment and Special Projects.

Segment 1: What is Generation Z? [00:00-14:10]

In this first segment, Meghan describes the characteristics of Generation Z.

In this segment, the following resources are mentioned:

• #GenZ Podcast
• Seemiller, C., & Grace, M. (2016). Generation Z goes to college. San Francisco, CA: Jossey-Bass.
• Seemiller, C., & Grace, M.(2017).  Generation Z leads. North Charleston, SC: CreateSpace Independent Publishing Platform.
• Seemiller, C., & Grace, M. (2019). Generation Z: A century in the making. New York: Routledge.

Segment 2: Researching Generation Z [14:11-26:07]

In segment two, Meghan shares about her current research projects focused on Generation Z.

In this segment, the following resources are mentioned:

• Survey Monkey
• Qualtrics

Segment 3: Writing Books Pre-Doctorate [26:08-37:48]

In segment three, Meghan discusses how she got started with writing books before earning her EdD.

In this segment, the following resources are mentioned:

• Seemiller, C., & Grace, M. (2019). Generation Z: A century in the making. New York: Routledge.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Sharla Berry, an Assistant Professor in the Graduate School of Education at California Lutheran University. Her research explores education technology in K-20 contexts. She has published several peer-reviewed articles exploring how students and faculty cultivate learning communities in online programs. Dr. Berry also does research on the relationship between technology and college access. She is the author of Degree for Free: How to Save Time and Money on Your College Education.

Segment 1: Cultivating Community Online [00:00-11:44]

In this first segment, Sharla discusses some of her research on cultivating community online.

In this segment, the following resources are mentioned:

• Some of Sharla's research on cultivating community online:
  • Berry, S. (2019). The Offline Nature of Online Community: Exploring Distance Learners’ Extracurricular Interactions. The International Review of Research in Open and Distributed Learning.
  • Berry, S. (2019). Teaching to Connect: Community-Building Strategies for the Virtual Classroom. Online Learning Journal.
  • Berry, S. (2018). Building Community in an Online Graduate Program: Exploring the Role of an In-Person Orientation. The Qualitative Report.
  • Berry, S. (2017). Student support networks in online doctoral programs: Exploring nested communities. International Journal of Doctoral Studies, 12, 33-48.
  • Berry, S. (2017). Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community. Online Learning Journal.
  • Sundt, M., Berry, S., Ortiz, A. (2017). Using Data to Support Online Student Communities. New Directions for Student Services.

Segment 2: College Access [11:45-23:15]

In segment two, Sharla shares about her work on college access.

In this segment, the following resources are mentioned:

• Degree for Free: How to Save Time and Money on Your College Education
• The Four-Hour Work Week by Tim Ferriss

Segment 3: Taking a Critical Perspective on Technology [23:16-35:12]

In segment three, Sharla discusses the importance of having a critical perspective on technology.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode of the "Research in Action" podcast, I share some of the organizational strategies for juggling multiple research projects that I’ve developed over my time as a researcher. I would also love to hear from listeners about whether you use these strategies or if there are other helpful tips you have for moving multiple projects forward simultaneously.

Segment 1: Strategies for getting things out of your head [00:00-10:14]

In this first segment, I talk about several strategies for writing down or logging projects so that you aren’t taking up mental energy by keeping them all in your head. More specifically, I talk about white board use, conducting a project audit, and my calendaring strategies.

Segment 2: Strategies for sharing the load [10:15-18:51]

In segment two, I share several strategies for sharing and delegating research tasks, which can also serve to help keep you accountable when working on multiple projects simultaneously.

Segment 3: Strategies for keeping multiple projects organized [18:52-31:44]

In segment three, I discuss some strategies for organizing multiple projects and share some digital resources that I’ve found to be helpful.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the "Research in Action" podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Laura Gogia. Laura Gogia, MD, PhD is an educational consultant, researcher, and designer specializing in program evaluation, digital learning, and higher education. She is the principal for Bandwidth Strategies, where she offers organizational development and creative support for institutions of higher and continuing education. She was formerly the associate director of the Grace E. Harris Leadership Institute at Virginia Commonwealth University (VCU) and liaison for the Virginia Longitudinal Data System at the State Council for the Higher Education of Virginia (SCHEV). Gogia earned her doctorate (PhD) in Education Research and Evaluation and her Medical Degree (MD), both at VCU.

Segment 1: Researching the Student Experience [00:00-09:30]

In this first segment, Laura discusses some of the variables for researching student experience.

In this segment, the following resources are mentioned:

• American Association of Colleges and Universities (AAC&U)
• RIA # 19: Dr. Peter Felten on Scholarship of Teaching and Learning (SoTL)

Segment 2: Sensemaker as a Research Tool [09:31-19:32]

In segment two, Laura describes uses of SenseMaker in research on student experience.

In this segment, the following resources are mentioned:

• SenseMaker
• Tableau

Segment 3: Connected Learning and Learning Design [19:33-35:37]

In segment three, Laura shares about her most recent research interests.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip #2 [00:00-2:51]: How Campus Climate Data is Creating Change at JMU

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Take a listen to our May 2017 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Jesse Nelson, the Associate Provost for Academic Achievement at Oregon State University. He holds a doctorate in Education Policy Studies from Indiana University and an M.B.A. from Oregon State University. Professionally, he has worked at the University of Utah, Indiana University-Purdue University Indianapolis, Central Washington University, and Oregon State University. Throughout his career, Jesse's focus has centered on issues of teaching & learning, diversity & inclusivity, and student success. In addition to administrative responsibilities, Jesse thoroughly enjoys being in the classroom; he has taught graduate courses in research methods and higher education and undergraduate courses in leadership and student success. With his wife and two teenage sons, the family enjoys gardening, outdoor adventures, good books, and board games.

Show Notes

Segment 1: Changes in Student Success Models [00:00-15:17]

In this first segment, Jesse discusses some of the changes in student success models over time.

Segment 2: Diversity, Inclusion and Student Success [15:18-26:22]

In segment two, Jesse shares about how valuing diversity and inclusion can impact student success.

In this segment, the following resources are mentioned:

• Papers on privilege by Dr. Peggy McIntosh:
  • White privilege and male privilege: A personal account of coming to see correspondences through work on women's studies (1988)
  • White privilege: Unpacking the invisible knapsack (1989)

• Other resources mentioned by Dr. Nelson:
  • Davis, M., Dias-Bowie, Y., Greenberg, K., Klukken, G., Pollio, H. R., Thomas, S. P., & Thompson, C. L. (2004). A fly in the buttermilk: Descriptions of university life by successful Black undergraduate students at a predominately white southeastern university. The Journal of Higher Education, 75, 420-445.

Segment 3: Diversity and Inclusion Practices for Online Classrooms [26:23-37:02]

In segment three, Jesse discusses methods for prioritizing diversity and inclusion in the online classroom.

HIP Bonus Clip #2: Communicating with Contributors [18:30]

In this second bonus clip for our “back to school” miniseries, Katie chats with her co-editor, Chrysanthemum Mattison Hayes, about their experiences communicating with contributors.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #2 [00:00-14:19]: Turning a Journal Article into a Book

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, I am joined by Neil Salkind, who received his PhD from the University of Maryland in Human Development, and after teaching for 35 years at the University of Kansas, remains a Professor Emeritus in the Department of Psychology and Research in Education. His early interests were in the area of children’s cognitive development, and after research in the areas of cognitive style and (what was then known as) hyperactivity, he was a postdoctoral fellow at the University of North Carolina’s Bush Center for Child and Family Policy. His work then changed direction to a focus on child and family policy, specifically the impact of alternative forms of public support on various child and family outcomes. He has delivered more than 150 professional papers and presentations; written more than 100 trade and textbooks; and is the author of Statistics for People Who (Think They) Hate Statistics (Sage), Theories of Human Development (Sage), and Exploring Research (Prentice Hall). He has edited several encyclopedias, including the Encyclopedia of Human Development, the Encyclopedia of Measurement and Statistics, and the recently published Encyclopedia of Research Design. He was also the editor of Child Development Abstracts and Bibliography for 13 years.

Show Notes

Segment 1: Statistics anxiety [00:00-10:36]

In this first segment, Neil explains why statistics shouldn't cause researchers anxiety.

Segment 2: Tips for researchers just starting out with statistics [10:37-20:48]

In segment two, Neil shares some ideas for how beginning researchers can increase their statistics skills.

Segment 3: Editing enclopedias [20:49-32:59]

In segment three, Neil shares about his experiences as an editor of encyclopedias.

Bonus Clip # 1: Writing about Research Methods [00:00-4:02]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-09:57]: Researching an as Alternative Academic

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Take a listen to our October 2018 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Take a listen to our November 2017 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Bonus Clip: Examples of Research Misconduct Cases [00:00-6:11]

In this bonus clip, Jim shares some additional examples of research misconduct cases that he’s worked on during his time with NSF’s OIG.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the "Research in Action" podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Wendy Laura Belcher, an associate professor of African literature at Princeton University with a join appointment in the department of comparative literature and the department of African American studies. Wendy is the author of the best seller Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. She is also the very first guest that we ever had on the “Research in Action” podcast.

Segment 1: Sabbatical Plans [00:00-11:13]

In this first segment, Wendy shares about what she's been working on in the two years since she first appeared on the podcast.

Segment 2: Setting Yourself Up for Sabbatical Success [11:14-21:25]

In segment two, Wendy shares some of the ways that she set herself up for effective sabbatical writing.

Segment 3: Sabbatical Challenges [21:26-33:04]

In segment three, Wendy shares about some of the challenges of a writing sabbatical and how she is overcoming them.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, I am joined by Dr. Chris Goldfinger, Professor of Geology and Geophysics at Oregon State University. Chris’s research interests include subduction earthquakes; mechanics of oblique subduction, accretion and erosion of active margins; seafloor imaging, mapping, and visualization techniques; and seafloor drilling technology. His current work focuses on the investigation of the earthquake potential global subduction zones, including Sumatra, Japan and particularly the Cascadia subduction zone. Chris has been widely quoted by the media for his research, perhaps most noticeably in a 2015 New Yorker article called, “The Really Big One” about the potential fallout of a massive Cascadia earthquake.

Segment 1: Cascadia Research [00:00-10:55]

In this first segment, Chris shares about his research regarding the Cascadia subduction zone.

Segment 2: Media Attention [10:56-21:39]

In segment two, Chris shares about the media attention his research received after a New Yorker article went viral.

Segment 3: Earthquake Preparedness [21:40-35:18]

In segment three, Chris shares about his work educating the general public about earthquake preparedness.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #2: Challenges of Partnering with Students on Scholarship of Teaching and Learning [00:00-4:09]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Avi Kaplan, an Associate Professor of Educational Psychology at Temple University in Philadelphia. Before that, he was a faculty member in the Department of Education at Ben Gurion University of the Negev, Israel. Avi’s research interests focus on motivation and identity development, with particular interest in the role of the environment in these processes. His recent research involves the application of the Complex Dynamic Systems approach to identity and motivation, and the use of collaborative design-based interventions for promoting educators’ and students’ motivation and identity exploration around the curriculum. His recent publications include chapters in the 2012 APA Educational Psychology Handbook on the application of motivation theory to educational practice, and in the 2016 Handbook of Motivation at School on learning environments and motivation, and special issues in the Educational Psychologist and in Contemporary Educational Psychology on identity formation and motivation. Avi is a Fellow of the Association of Psychological Science, the American Psychological Association, and the Eastern Psychological Association. He is also the current Editor of the Journal of Experimental Education. Avi received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan.

Segment 1: Learning Motivation [00:00-18:01]

In this first segment, Avi shares about his research on learning motivation.

Segment 2: Methodological Diversity [18:02-35:15]

In segment two, Avi discusses the importance of using a diverse range of methods.

Bonus Clip #1 [00:00-03:31]: Measuring Motivation

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, I am joined by David Brightman, a senior editor with Stylus Publishing LLC where he helps authors put research into practice. Previously, Davis was a lead editor with the Jossey-Bass Higher and Adult Education book series. David has a BA in Interdisciplinary Studies from the University of California, Berkeley and a Professional Certificate in Publishing from the UC Extension.

Segment 1: What does a Book Editor Do? [00:00-10:57]

In this first segment, David describes his role and shares how book editors are different from journal editors.

Segment 2: What does a Book Editor Look For? [10:58-22:54]

In segment two, David shares what book editors look for in successful book proposals.

Segment 3: Higher Education and the Public [22:55-36:02]

In segment three, David discusses the responsibility of scholars to connect with the public.

Bonus Clip: Common Misconceptions About Book Editors and Publishing [00:00-06:23]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, guest host Dr. Mary Ellen Dello Stritto, is joined by Stephen Jenkins. Stephen is the Interim Executive Director of University Housing and Dining Services at Oregon State University. He has 18 years of experience in higher education student affairs at several institutions. Stephen recently completed his Doctorate of Education in Educational Leadership - Post-secondary Education. For his dissertation, he studied the academic advising experiences and learning of online learners.

Segment 1: Academic Advising for Online Learners [00:00-11:19]

In this first segment, Stephen shares about the background research on online academic advising.

In this segment, the following resources are mentioned:

• Curry, R. F. (1997). Academic advising in distance education (Doctoral dissertation). The College of William and Mary in Virginia. Retrieve from https://www.learntechlib.org/p/118296/
• Moore, M. G. (Ed.). (2013). Handbook of distance education (3rd ed.). New York: Routledge.

Segment 2: Methodological Approach [11:20-23:19]

In segment two, Stephen discusses the theoretical background and methodological approach.

In this segment, the following resources are mentioned:

• Crookston, B. B. (1972). A developmental view of academic advising as teaching, Journal of College Student Personnel, 13(1), 12-17.
• O'Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10-16.
• Smith, C. L., & Allen, J. M. (2006). Essential functions of academic advising: What students want and get. NACADA Journal 26(1), pp. 56-66.

Segment 3: Overall Findings and Implications [23:20-38:50]

In segment three, Stephen shares about his overall findings in his research on academic advising for online learners.

In this segment, the following resources are mentioned:

• Smith, C. L., & Allen, J. M. (2006). Essential functions of academic advising: What students want and get. NACADA Journal 26(1), pp. 56-66.
• Moore, M. G. (Ed.). (2013). Handbook of distance education (3rd ed.). New York: Routledge.

Bonus Clip #1 [00:00-04:08]: Using Existing Data and Lessons Learned

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Take a listen to our July 2018 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1 [00:00-02:34]: Examples of the Relationship Between Knowledge and Belief

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by two guests:

Dr. Candice Foley, who serves as the STEM Coordinator for all Suffolk County Community College NSF STEM Scholars on three campuses and the Principal Investigator for SCCC’s two consecutive National Science Foundation STEM scholarship grants, the National Institute of Health Institutional Research and Career Development Award grant, and the Long Island Community Foundation Removing Barriers and Strengthening STEM capacity at Suffolk County Community Colleges grants. Dr. Foley has also served on national grant projects involving curricular reform for chemistry education. Her experiences at the State University of New York at Stony Brook, Suffolk County Community College, and Brookhaven National Laboratory has enabled her to focus upon the adaptation and implementation of innovations in classroom learning and undergraduate research through curricular innovation and technology based software for the community college application. Candice has over 25 years of experience in both the research and teaching communities on Long Island and endeavors to bring her perspectives of each of these realms to her STEM students at Suffolk County Community College.

Nina Leonhardt is the Associate Dean for Continuing Education at Suffolk County Community College. Nina oversees a compendium of STEM-oriented programs for pre-college and college students. Most of these programs are funded by NEW York State Education, Labor and Health departments. Nina has over 35 years of experience in higher education and STEM. She earned an M.S. In Electrical Sciences from Stony Brook University.

Segment 1: Teaching Research Methods [00:00-10:38]

In this first segment, Candice and Nina share their philosophies for teaching research methods.

Segment 2: Teaching Research Methods in a Community College Setting [10:39-19:32]

In segment two, Nina and Candice discuss teaching research methods to community college students.

Segment 3: Teaching Research Methods Online [19:33-31:58]

In segment three, Candice and Nina share about the online research methods course they developed for off-site students.

Bonus Clip #1 [00:00-02:57]: Resources for Teaching Research Methods

Bonus Clip #2 [00:00-04:47]: Grant Funded Community College Programs for Training in Research Methods

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip: Pushing Methodological Boundaries [00:00-05:16]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Take a listen to our April 2018 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Stefanie Buck, the Ecampus Instructional Design and OER Librarian at Oregon State University. Her main job is to help students who are at a distance successfully navigate the library and use the resources to their fullest. Prior to coming to OSU, she was the Distance Education Librarian at Western Washington University.

Segment 1: Current Trends in Academic Libraries [00:00-11:31]

In this first segment, Stefanie discusses some of the current trends for academic libraries.

In this segment, the following resources are mentioned:

• Association of College and Research Libraries (ACRL)
• Oregon State University Libraries
• Additional "Research in Action" episodes on library resources:
  • RIA # 11: Steve Van Tuyl on Data Management
  • RIA # 36: Hannah Gascho Rempel on Citation Management
  • RIA # 41: Michaela Willi Hooper on Copyright
  • RIA # 79: Anne-Marie Deitering on Autoethnography
• To learn more about the High-Impact Practices in Online Education edited collection, including a link to order the book, visit our High-Impact Practices in Online Education: Research and Best Practices website.

Segment 2: Challenges in Academic Libraries [11:32-24:10]

In segment two, Stefanie shares some of the current challenges academic libraries are facing.

In this segment, the following resources are mentioned:

• RIA # 41: Michaela Willi Hooper on Copyright
• Oregon State University's Library Advisory Council

Segment 3: Supporting Online Students [24:11-36:44]

In segment three, Stefanie discusses how librarians support online students in their education.

Bonus Clip #1 [00:00-01:55]: Tips for Online Students New to Academic Libraries

HIP Bonus Clip #4 [00:00-11:03]: Book Promotion Plans

In this final HIP bonus clip, Katie and Chrysanthemum chat about their plans for promoting the HIP edited collection.

• High-Impact Practices in Online Education: Research and Best Practices website

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip # 2: Methods for Testing Assumptions [00:00-5:43]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-05:15]: How to Create Highly-engaging Work Environments

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1: Five Principles of Good Scholarship of Teaching and Learning [00:00-3:25]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, Katie is joined by Dr. Gerd Kortemeyer. Dr. Kortemeyer received his Diplom (“Masters”) in Physics from the University of Hannover, Germany, and his Ph.D. in Physics from Michigan State University. He is an Associate Professor of Physics Education at Michigan State University with a joint appointment between the Lyman Briggs College and the Department of Physics and Astronomy. He is also the Director of the LON-CAPA (http://www.lon-capa.org/). His research interest is the effective use of technology in science education, with a particular focus on assessment, analytics, and gamification.

Segment 1: Research on Online Learning [00:00-11:44]

In this first segment, Gerd shares about how he got started researching online learning.

Segment 2: Research on Student Work Habits [11:45-23:48]

In segment two, Gerd discusses some of his research regarding the work habits of online students.

Segment 3: Adaptive Learning and Educational Video Games [23:49-35:27]

In segment three, Gerd shares about his upcoming projects, including work on adaptive learning and educational video games.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-04:35]: Perceived Drawbacks of Open Science

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

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If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode of the Research in Action podcast, Katie is joined by Dr. John Creswell, currently the co-director of the Michigan Mixed Methods Research and Scholarship Program at the University of Michigan and an adjunct professor of family medicine.  Previously, John was a Professor of Educational Psychology at the University of Nebraska-Lincoln where he taught and researched for 37 years. John has authored numerous articles and books on mixed methods research, qualitative methodology, and general research design. For several years, he served as a co-director at the Office of Qualitative and Mixed Methods Research at the University of Nebraska. He is also the founding co-editor for the Journal of Mixed Methods Research. Recently he served as a co-leader of a national working group developing guidelines for mixed methods research for NIH.

Segment 1: The current state of mixed methods [00:00-8:53]

In this first segment, John defines mixed methods and talks about how mixed methods have become more popular over time.

Segment 2: Tips for researchers just starting out [8:54-14:34]

In segment two, John talks about how he counsels beginning researchers through his teaching and workshops.

Segment 3: Writing about research methods [14:35-28:02]

In segment three, John shares how he started writing about research methods and how he juggles updating his books that are now in multiple editions.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the Research in Action podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

"Research in Action" is produced by the Oregon State University Ecampus multimedia team.

Bonus Clip #2 [00:00-8:10]: Benefits of Disciplinary Associations

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Dr. Katie Linder, the Ecampus research director at Oregon State University, shares some basics of the Institutional Review Board (IRB) review process and application.

Segment 1: IRB Basics [00:00-10:08]

In this first segment, Katie discusses some of the fundamental components of the IRB that researchers should know.

Segment 2: Typical Components of an IRB Application [10:09-19:38]

In segment two, Katie describes the common elements of IRB applications.

Segment 3: Tips for Success in Working with an IRB Committee [19:39-29:48]

In segment three, Katie offers some tips for success when working with an IRB committee.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip #1 [00:00-02:48]: Movement Suggestions for Researchers

In this bonus clip, Heather discusses some ways that researchers can be less sedentary.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip #1: Inger's Research on Academic Blogging [00:00-4:22]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, I’m joined by Chrysanthemum Mattison Hayes, an experienced policy and data analyst and aspiring “researcher-storyteller” working in higher education. Her experience with student success research and assessment includes work within and across the divisions of Student Affairs, Academic Affairs, and Undergraduate Studies at Oregon State University. In her current role, she works with university leadership on division-wide projects, undergraduate success initiatives, and metrics that align with strategic plans and the institutional vision for equalizing student success.

Segment 1: What is it exactly that research/data analysts do? [00:00-12:39]

In this first segment, Chrysanthemum describes what data analysts do in higher education and how the range of ways that data analysts are trained.

Segment 2: Chrysanthemum’s pathway to being a data analyst working with student success initiatives [12:40-26:13]

In segment two, Chrysanthemum shares how she came to be a data analyst working with student success initiatives, describes some of the metrics used to measure student success, and defines and gives examples of leading versus lagging metrics.

Bonus Clip: The Post-specialist Era [00:00-12:02]

In this bonus clip, Chrysanthemum shares about wearing lots of professional hats and the benefits of developing a range of "micro-skills" that can be used across positions.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Bonus Clip # 1: Conducting Virtual Book Tours [00:00-6:32]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

In this episode, William discusses the applied quantitative perspective on research.

In this episode, Dr. Mary Ellen Dello Stritto is joined by Dr. William D. Marelich, a Professor of Psychology at California State University, Fullerton, and consulting statistician for Health Risk Reduction Projects, Integrative Substance Abuse Programs, Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California, Los Angeles. His research interests and publications address decision-making strategies in health settings, patient/provider interactions, HIV/AIDS, and statistical/methodological approaches in experimental and applied research. Dr. Marelich is coauthor of the book "The Social Psychology of Health: Essays and Readings" and is an Editorial Board Member of the International Journal of Adolescence and Youth. He also has an interest in Sports Psychology with applications to baseball. 

Segment 1: Applied Quantitative Perspective [00:00-10:43]

In this first segment, William discusses the applied quantitative perspective in research.

Segment 2: Key Quantitative Concepts [10:44-19:38]

In segment two, William offers his perspective on key statistical concepts to understand for reading research reports and publications.

Segment 3: On the Statistical Horizon [19:39-28:35]

In segment three, William discusses statistical software and the concepts of p-hacking and p-curves.

Bonus Clip #1 [00:00-03:10]: Longitudinal Statistical Approaches

Bonus Clip # 2 [00:00-07:46]: P-values and Statistical Testing

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

On this episode, Katie is joined by two guests:

Monica D.T. Rysavy (Reeshavee), Ph.D., is the Director of Institutional Research and Training and an Assistant Professor at Goldey-Beacom College in Wilmington, Delaware. In this role she leads all institutional research and data analysis projects for the College. Her office provides faculty and staff training support by developing new training offerings (asynchronous and synchronous face-to-face and online programs) on a variety of instructional technology, survey research, and data management, analysis, and interpretation topics.  Before transitioning to higher education, Monica worked as a high school business technology instructor in Delaware public schools. Monica earned her Ph.D. in Learning, Design, and Technology from The Pennsylvania State University and an Ed.D. in Education Leadership from Wilmington University.

Russell Michalak (mi-ha-lik), MLIS, is the Director of the Library, Archives, & Learning Center and an Assistant Professor at Goldey-Beacom College in Wilmington, Delaware. He oversees the annual budget, supervises librarians and paraprofessionals, and manages the delivery of research, information, instructional services, the tutoring center, and archives. Before joining GBC, he worked in various roles at the Libraries of the Claremont Colleges, Duke University, and the University of Utah. Russell earned his MA in Library and Information Studies from the University of Wisconsin, Madison and a BA in History from Occidental College.

Monica and Russell’s current collaborative research agenda focuses on information literacy-related topics, with an emphasis on utilizing online training modules to increase students’ information literacy skills, as well as academic library and institutional assessment.

Segment 1: Working with a Research Partner [00:00-14:22]

In this first segment, Monica and Rusty share how their research partnership came to be.

In this segment, the following resources are mentioned:

• Rysavy, M. D. T., & Michalak, R. (Eds.). (2019). Onboarding 2.0: Methods of designing and deploying effective onboarding training for academic libraries. Hauppauge, NY: Nova Science Publishers, Inc.
• Airtable

Segment 2: Choosing a Research Partner [14:23-36:03]

In segment two, Rusty and Monica share their tips for choosing an effective research partner.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, I am joined by Dr. Sean Zdenek, an associate professor of technical communication and rhetoric at Texas Tech University in Lubbock, Texas. He holds a PhD from Carnegie Mellon University, an Master’s degree from California State University at Stanislaus, and a Bachelor’s degree from University of California at Berkeley. At Texas Tech, he teaches undergraduate and graduate courses in web accessibility and disability studies, sound studies, report writing, style, document design, writing for publication, developing instructional materials, and others. Sean is also the author of Reading Sounds: Closed-Captioned Media and Popular Culture (University of Chicago Press, 2015). He has been keenly interested in closed captioning for over a decade and writing about it since 2009.

Segment 1: Research on Closed Captioning [00:00-10:49]

In this first segment, Sean describes some of the research on closed captions in his book Reading Sounds.

Segment 2: Developing Supplemental Artifacts for Research [10:50- 21:27]

In segment two, Sean shares about the 500+ example clips he curated as supplemental resources for his book.

Segment 3: Animated Captioning [21:28-28:40]

In segment three, Sean discusses his current research area of animated captions and talks about his future research plans.

Bonus Clip #1: Relationship Between Caption Transformation and Animated Captions [00:00-3:00]

Bonus Clip #2: Captioning within Context [00:00-01:43]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Take a listen to our July 2017 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a re

On this episode, Katie is joined by Christopher Plummer, Professor at Michigan Technological University. Christopher created the Sound programs at Michigan Technological University, which combine fundamental engineering and artistic course work with applied sound creation. He has long been a practicing sound designer with theatre designs at regional theaters and in New York, sound design for independent films, and PBS specials. In that work he has been keenly interested in how immersive sound and room acoustics can bypass our conscious awareness and impact our underlying emotional state. This work includes the way an electroacoustic system can help an opera singer touch an audience with their voice to how the acoustics of a room change the classroom dynamics of a pre-school. Recently, Christopher has been exploring the power of soundscapes through a National Endowment for The Arts funded project, "Listening to Parks." This project takes images and ambisonic recordings of the National Parks surrounding Lake Superior and creates a virtual retreat where the park experiences are shared through an immersive installation using 11 speakers and 6 screens to transport the audience. New programs continue to be developed for this system, most recently, "Shell Shocked," a virtual experience of World War I warfare as part of the Copper Country's remembrance of the 100 year anniversary of the Armistice.

Segment 1: Sound Design and Composition [00:00-18:17]

In this first segment, Christopher describes his work with sound design and music composition.

In this segment, the following resources are mentioned:

• Keweenaw Soundscapes "Listening to Parks"

Segment 2: Research and Creative Expression [18:18-37:03]

In segment two, Christopher shares how his creative work impacts his research.

In this segment, the following resources are mentioned:

• National Institutes of Health (NIH) Sound Health

Bonus Clip #1 [00:00-06:11]: The Core Principle of Christopher's Work

In this bonus clip, the following resources are mentioned:

• This American Life

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Ali Duerfeldt, a marketing manager with Oregon State University Extended Campus and a member of the Marketing and Enrollment Services team. She works with internal and external clients managing strategic marketing efforts. As the marketing manager for the OSU Ecampus Research Unit, Ali has most recently worked to implement strategies to promote research projects like the Online Learning Efficacy Research Database and ID Study, as well as managed the implementation of a rebranding strategy for the "Research in Action" podcast. Ali holds a Bachelor of Arts degree from Gonzaga University and a Masters of Education in College Student Services Administration from Oregon State University.

Segment 1: Research Dissemination Plans [00:00-11:43]

In this first segment, Ali describes the elements included in a research dissemination plan.

Segment 2: Coordinating the Dissemination Plan [11:44-23:28]

In segment two, Ali shares her process for coordinating a comprehensive research dissemination plan.

Segment 3: Branding Research [23:29-35:14]

In segment three, Ali offers her insights on best practices for branding one's own research as an individual.

Bonus Clip #1 [00:00-05:10]: Dissemination Plan Example for Research Product

Bonus Clip #2 [00:00-03:50]: Dissemination Plan Example for Research Study

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip # 1: Organizing Archival Data  [00:00-4:12]

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

Take a listen to our August 2018 preview clips!

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip [00:00-04:10]: Collaborative Research

In this bonus clip, the following resources are mentioned:

• Trello
• Google Docs

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Joli Jensen, Founder and Director of the Faculty Writing Program and Hazel Rogers Professor of Media Studies, University of Tulsa. Joli is the author of Write No Matter What: Advice for Academics from the University of Chicago Press, as well as four books, and many articles about aspects of media, culture and society.

Segment 1: Supporting Academic Writers [00:00-14:43]

In this first segment, Joli shares about the ways that she supports academic writers at her institution.

Segment 2: Writer's Block [14:44-32:12]

In segment two, Joli shares some strategies for responding to writer's block.

Bonus Clip #1 [00:00-06:39]: Public Scholarship

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast

Email: riapodcast@oregonstate.edu

Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.