On this episode, Katie is joined by Dr. Helen Kara, Director of We Research It Ltd, who has been an independent researcher since 1999 and writes and teaches on research methods. She is the author of Creative Research Methods in the Social Sciences: A Practical Guide (Policy Press, 2015). She is not, and never has been, an academic, though she has learned to speak the language. In 2015, Helen was the first fully independent researcher to be conferred as a Fellow of the Academy of Social Sciences. She is also a Visiting Fellow at the UK’s National Centre for Research Methods. Her latest book is Research Ethics in the Real World: Euro-Western and Indigenous Perspectives (Policy Press, 2018).

Segment 1: Research Ethics [00:00-20:58]

In this first segment, Helen shares about her recent book on research ethics.

In this segment, the following resources are mentioned:

• We Research It Ltd
• Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Bristol, UK: Policy Press.
• Kara, H. (2018). Research ethics in the real world: Euro-Western and indigenous perspectives. Bristol, UK: Policy Press.

Segment 2: Researching Independently [20:59-35:31]

In segment two, Helen shares about her experience being a long-term independent researcher.

In this segment, the following resources are mentioned:

• Tumblr
• reddit

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.

On this episode, Katie is Joined by Dr. Rebekah Willson, a Lecturer in Information Science in the Department of Computer and Information Sciences, University of Strathclyde, Glasgow, UK. Originally from Canada, she obtained her PhD from Charles Sturt University in Australia in 2016. Her dissertation focused on the experience of individuals transitioning from doctoral student to early career academic. Her main area of research is in information behavior including what information individuals need and how they find, share, and use that information — particularly in the workplace. Her latest research examines the precarity in modern universities and the influence that has on the information behaviour of academics on short-term contracts. For more information and her CV, please go to rebekahwillson.com

Segment 1: Information Behavior Research [00:00-12:25]

In this first segment, Rebekah describes her research in information behavior.

In this segment, the following resources are mentioned:

• rebekahwillson.com

Segment 2: Grounded Theory [12:26-24:27]

In segment two, Rebekah shares some of her experiences using grounded theory as a methodology.

Segment 3: Researching Academics in Transition [24:28-36:57]

In segment three, Rebekah shares about her most recent research on academics on short-term contracts.

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.

On this episode, Dr. Mary Ellen Dello Stritto is joined by Brooke Robertshaw, PhD, an assistant professor and the assessment librarian at Oregon State University. Her current research interests revolve around the ethics of learning analytics with a particular interest in the contextual nature of quantitative methodologies. Brooke is a member of the Data Doubles team that is exploring student perspectives of learning analytics. She is passionate about quantitative literacy, social justice, and the intersection of the two. In her spare time, she enjoys whitewater and flat water kayaking, discovering ways to give voice to the voiceless of the diaspora in the Middle East, and traveling to Jordan to spend time with her dear friends there.

Segment 1: The Importance of Effect Sizes [00:00-15:28]

In this first segment, Brooke discusses effect sizes, how they are used, and why they are important.

In this segment, the following resources are mentioned:

• American Psychological Association (APA)

Segment 2: Best Practices for Using Effect Sizes [15:29-28:41]

In segment two, Brooke discusses best practices for using effect sizes and resources to learn more.

In this segment, the following resources are mentioned:

• Resources on effect sizes:
  • Coe, R. (2002, September 12-14). It’s the effect size, stupid: What effect size is and why it is important. Paper presented at Annual Conference of the British Educational Research Association, University of Exeter, England.
  • Dr. M. Brooke Robertshaw’s website: stats.brookerobertshaw.com
  • Campbellcollaboration.org
  • esfree.usu.edu

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.

On this episode, Katie is joined by Gaetano R. Lotrecchiano, EdD, PhD, an Associate Professor in the Department of Clinical Research and Leadership in the School of Medicine and Health Sciences. He is also the Associate Dean of Collaboration and Academic Innovation at the George Washington University. Dr. Lotrecchiano's work is dedicated to team and collaboration science. He is also the President Elect of the International Network for the Science of Team Science.

Segment 1: Creating Effective Teams [00:00-20:53]

In this first segment, Guy shares about how he began his research on creative effective teams.

In this segment, the following resources are mentioned:

• International Network for the Science of Team Science
• Salas, E., Shuffler, M. L., Thayer, A. L., Bedwell, W. L., Lazzara, E. H. (2014). Understanding and improving teamwork in organizations: A scientifically based practical guide. Human Resource Management,54(4), 599-622.

Segment 2: Effective Collaboration in Teams [20:54-34:47]

In segment two, Guy shares some tips and strategies for effective collaboration in teams.

In this segment, the following resources are mentioned:

• Hall, K. L., Stokols, D., Stipelman, B. A., Vogel, A. L., Feng, A., Masimore, B., Morgan, G., Moser, R. P., Marcus, S. E., & Berrigan, D. (2012). Assessing the value of team science: a study comparing center-and investigator-initiated grants. American journal of preventive medicine, 42(2), 157-163.

Bonus Clip [00:00-05:10]: Guy Shares about a Tool for Assessing Teams

In this bonus clips, the following resources are mentioned:

• MATRICx
• Lotrecchiano, G. R., Mallinson, T., LeBlanc-Beaudoin, T., Schwartz, L., Lazar, D., Falk-Krzesinski, H. (2016). Individual motivation and threat indicators of collaboration readiness in scientific knowledge producing teams: A scoping review and domain analysis. Heliyon 2(5), e00105. http://www.heliyon.com/article/e00105/pdf
• Mallinson, T., Lotrecchiano, G. R., Furniss, J., Schwartz, L., Lazar, D., Falk-Krzesinski, H. J. (2016). Pilot analysis of the motivation assessment for team readiness, integration, and collaboration (MATRICx) using rasch analysis. Journal of Investigative Medicine 64, 1186-1193.

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 [00:00-04:21]: Benefits of Arts-informed Research

In this bonus clip, the following resource is mentioned:

• Carrigan, M. (2017, May 8). An interview with Patricia Leavy about research design in contemporary times. The Socialogical Imagination. Retrieved from http://sociologicalimagination.org/archives/19315

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. Gail Crimmins, who initially trained as a performer and worked as a performer, director and casting director in theatre, television and film in the UK for almost 10 years.  She subsequently taught Drama and Performance at universities and conservatoires before moving to Australia in 2008. Gail undertook her PhD study (an arts-informed narrative inquiry into the lived experience of women casual academics) alongside part-time teaching and fully committed mothering. She currently works as a Lecturer of Communication, coordinates a series of Communication Programs, and is the First Year Experience Lead for the School of Communication and Creative Industries, at the University of the Sunshine Coast in Queensland, Australia.  She undertakes arts-informed, narrative and auto-ethnographic research, predominantly though not exclusively, exploring the lived experience of women academics. Gail is a feminist researcher who seeks to illuminate the impacts of patriarchal structures on women’s lives and explore ways for women’s stories and voices to be heard.

Segment 1: Arts-informed Research [00:00-16:38]

In this first segment, Gail shares about how she got started with arts-informed research.

In this segment, the following resources are mentioned:

• Cahnmann, M. (2006). Reading, living, and writing bilingual poetry as scholARTistry in the language arts classroom. Language Arts, 83(4), 342.
• Cole, A. L., & Knowles, G. J. (2008). Arts-informed research. In G. J. Knowles & A. L. Cole (Eds.) Handbook of the Arts in Qualitative Research. Perspectives methodologies, examples and issues (pp. 55-70). Los Angeles: Sage Publications.
• Nielsen, L. (2000). Academy performances, academy rewards. Teacher Education Quarterly, 27(2), 163-170.
• Nielsen, L. (2002). Learning from the liminal: Fiction as knowledge. Alberta Journal of Education Research 48(3), 206-214.
• Sikes, P. & Gale, K. (2006). Narrative Approaches to Education Research. Plymouth: University of Plymouth.

Segment 2: Examples of Arts-informed Research [16:39-37:37]

In segment two, Gail offers examples of her own work with arts-informed research.

In this segment, the following resources are mentioned:

• Books:
  • Cole, A. L., & Knowles, G. J. (2008). Arts-informed research. In G. J. Knowles & A. L. Cole (Eds.) Handbook of the Arts in Qualitative Research. Perspectives methodologies, examples and issues (pp. 55-70). Los Angeles: Sage Publications.
  • Gee, J. P. (1990). Social linguistics and literacies (1st ed.). London, UK: Falmer Press.
  • Gee, J. P. (2005). An introduction to discourse analysis theory and method (2nd ed.). London: Routledge.

•  Articles:
  • Ewing, R., & Hughes, J. (2008). Arts-informed inquiry in teacher education: contesting the myths. European Education Research Journal, 7(4), 512–522. Retrieved from http://dx.doi.org/10.2304/eerj.2008.7.4.512
  • Gee, J. P. (1985). The narrativization of experience in the oral style. Journal of Education, 167(1): 9-35.
  • Gee, J. P. (1991). A linguistic approach to narrative. Journal of Narrative and Life History 1(1):15-39.
  • MacLure, M. (2013). The wonder of data. Cultural Studies ↔ Critical Methodologies, 13(4), 228–232.
  • Ringrose, J. & Renold, E. (2014). 'F**K Rape!’: Exploring affective intensities in a feminist research assemblage. Qualitative Inquiry 20 (6): 772–780.
  • Sikes, P. & Gale, K. (2006). Narrative Approaches to Education Research. Plymouth: University of Plymouth.

• Resources authored by Dr. Gail Crimmins:
  • Crimmins, G. (2018). Theatricalising narrative research on women casual academics. Palgrave studies in gender and education. Basingstoke, UK: Palgrave
  • Crimmins, G. (2017). An emotional, physical and humanistic response to performed data. TEXT Special Issue, 38, 1-13. Retrieved from                                                                                  http://www.textjournal.com.au/speciss/issue38/Crimmins.pdf
  • Crimmins, G. (2017). How an audience of scholars’ evaluated arts informed communication and verbatim theatre as media through which to communicate academic research. Applied Theatre Research.

• Connect with Dr. Gail Crimmins: GCrimmin@usc.edu.au

Bonus Clip #1 [00:00-04:21]: Benefits of Arts-informed Research

In this bonus clip, the following resource is mentioned:

• Carrigan, M. (2017, May 8). An interview with Patricia Leavy about research design in contemporary times. The Socialogical Imagination. Retrieved from http://sociologicalimagination.org/archives/19315

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. 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.

Take a listen to our January 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. Kevin Doxzen who received his PhD from the lab of Jennifer Doudna at UC Berkeley. Under Jennifer’s guidance, Kevin explored the structure and function of RNA and DNA binding proteins using x-ray crystallography. Following his PhD Kevin transitioned into his role as science communications specialist at the Innovative Genomics Institute. In this position, Kevin develops educational material and resources for scientists and the general public with the goal of communicating the latest genome engineering technology.

Segment 1: Science Communication [00:00-11:47]

In this first segment, Kevin describes the field of science communication.

In this segment, the following resources are mentioned:

• Innovative Genomics Institute

Segment 2: Science Communication Pathways [11:48-21:38]

In segment two, Kevin shares how he entered into the field of science communication.

In this segment, the following resources are mentioned:

• Jennifer Doudna
• Connect with Dr. Kevin Doxzen on Twitter: @kevdox

Segment 3: Kevin’s Lab Experience [21:39-33:29]

In segment three, Kevin shares about a typical day in the lab from his research experiences.

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. 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.

In this segment, the following resources are mentioned:

• StephanieEvergreen.com
• Evergreen, S. (2016). Effective data visualization. Thousand Oaks, CA: SAGE Publications.
• Evergreen, S. (2017). Presenting data effectively: Communicating your findings for maximum impact (2nd ed.). Thousand Oaks, CA: SAGE Publications.
• Stephanie Evergreen’s blog
• Evergreen Data Academy

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.

In this segment, the following resources are mentioned:

• Evergreen Data Academy
• Stephanie Evergreen’s blog
• Chart Chooser cards
• Evergreen Data Scratch-off graphs
• SAGE Publications
• Evergreen Data Qualitative Chart Chooser
• Dr. Stephanie Evergreen’s books:
  • Evergreen, S. (2016). Effective data visualization. Thousand Oaks, CA: SAGE Publications.
  • Evergreen, S. (2017). Presenting data effectively: Communicating your findings for maximum impact (2nd ed.). Thousand Oaks, CA: SAGE Publications.

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 [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 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.

In this episode from the archives, Dr. Katie Linder, director of the Ecampus Research Unit at Oregon State University, shares strategies to network with other researchers in a range of settings including conferences and social media.

Segment 1: What Do You Want to Network About? [00:00-10:53]

In this first segment, Katie shares some ideas to identity the people, methods, and themes you want to focus on for your networking efforts.

In this segment, the following resources are mentioned:

• AHEAD
• RIA # 42: Dr. George Veletsianos on Sharing Research Online 
• RIA # 63: Dr. Nyasha Junior on Text-based Research

Segment 2: Networking Opportunities at Conferences [10:54-21:26]

In segment two, Katie discusses some strategies for networking at conferences and in conference online back channels.

In this segment, the following resources are mentioned:

• LinkedIn
• Twitter
• RIA # 32: Dr. Tom Cavanagh and Dr. Kelvin Thompson on Keeping Up with Reading
• Virtually Connecting

Segment 3: Networking Opportunities on Social Media [21:27-30:59]

In segment three, Katie offers some tips for networking with other researchers online.

In this segment, the following resources are mentioned:

• RIA # 54: Dr. Raul Pacheco-Vega on Being an Actively Engaged Researcher
  • #ScholarSunday on Twitter
• Additional Twitter hashtags mentioned in this segment:
  • #phdchat
  • #ecrchat
  • #prodchat
• TweetChat
• Facebook
• Instagram
• Dr. Nyasha Junior on Twitter and Instagram
• International Journal for Academic 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.

On this episode, Dr. Mary Ellen Dello Stritto is joined by Dr. Mary Kite. Mary Kite received her B.A., M.S., and Ph.D. from Purdue University. A social psychologist, she is currently Professor of Social Psychology at Ball State University. Strongly committed to psychology education at all levels, she is Past-President of The Society for the Teaching of Psychology (STP, APA Division 2); she has held a number of other leadership roles for STP. She also chaired the APA Presidential Task Force on Diversity Education Resources and is Past President of the Midwestern Psychological Association. She is a Fellow of APA Divisions 2, 8, 9, 35, & 44 and of the Association for Psychological Science and the Midwestern Psychological Association. She maintains an active research program in the area of stereotyping and prejudice, including co-authoring The Psychology of Prejudice and Discrimination (3e) with Bernard Whitley, Jr.; Kite and Whitley also co-authored Principles of Research in Behavioral Science (4e). Recognitions include the Charles L. Brewer Award for Distinguished Teaching in Psychology from the American Psychological Foundation (2014) and a Presidential Citation from the Society for the Teaching of Psychology (2011). She was selected as a G. Stanley Hall Lecturer for the American Psychological Association in 2009 and was named a Minority Access National Role Model in 2007.

Segment 1: External Validity [00:00-08:03]

In this first segment, Dr. Kite discusses the importance of external validity in experimental research.

In this segment, the following resources are mentioned:

• Kite, M. E., & Whitley, Jr., B. E.(2016). The psychology of prejudice and discrimination (3rd ed.). New York: Routledge.
• Kite, M. E., & Whitley, Jr., B. E. (2018). Principles of research in behavioral science (4th ed.). New York: Routledge.
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8, 377-383.
• Piliavin, I. M., Rodin, J., & Piliavin, J. A. (1969). Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology, 13, 289-299.
• Ebbinghaus’ research on nonsense syllables

Segment 2: Sampling [08:04-18:12]

In segment two, Dr. Kite discusses sampling issues in quantitative research methods.

In this segment, the following resources are mentioned:

• Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 67, 602-614.
• Fraley, R. C. (2007). Using the Internet for personality research. In R. W. Robins, R. C. Fraley, & R. F. Krueger (Eds.), Handbook of research methods in personality psychology (pp. 130-148). New York: Guilford.
• Henrich, J., Heine, S. J. & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61-135.
• Henry, P. J. (2008). College sophomores in the laboratory redux: Influences of a narrow data base on social psychology’s view of the nature of prejudice. Psychological Inquiry, 19, 49-71.
• Kraut, R., Olson, J., Banaji, M., Bruckman, A., Cohen, J., & Couper, M. (2004). Psychological research online: Report of Board of Scientific Affairs’ Advisory Group on the conduct of research on the Internet. American Psychologist, 59, 105-117.
• Rosenthal, R., & Rosnow, R. L. (1975). The volunteer subject. New York: Wiley.
• Amazon Mechanical Turk
• Qualitrics

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.

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:

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 [00:00-02:48]: Tips for Presenting to Non-scientists

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 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."

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.

In this segment, the following resources are mentioned:

• Alley, M. (2013). The Craft of Scientific Presentations. New York: Springer.
• Michael Alley's website

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.

In this segment, the following resources are mentioned:

• Microsoft PowerPoint
• Reynolds, G. (2012). Presentation Zen. Berkely, CA: New Riders.
• Duarte, N. (2008). Slide:ology. Sebastopol, CA: O'Riley Media, Inc.
• Slides Carnival
• Canva
• assertion-evidence.com

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:

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 December 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 solo episode, Dr. Katie Linder, director of research at Oregon State University Ecampus, discusses how to get started on with podcast and shares about a new online resource for podcasters.

Segment 1: Podcasting Basics [00:00-13:16]

In this first segment, Katie shares some basic components of getting started with podcasting.

In this segment, the following resources are mentioned:

• "Research in Action" podcast FAQ page
• Check out these other podcasts from Dr. Katie Linder on The Radical Self-trust Podcast Channel
• Want to receive a monthly preview email of upcoming RIA episodes? Sign up in the column on the right side of this webpage.

Segment 2: Working with Guests [13:17-22:48]

In segment two, Katie shares some tips for working with guests on an interview-based show.

In this segment, the following resources are mentioned:

• "Research in Action" podcast FAQ page

Segment 3: Podcasting Skills [22:49-34:35]

In segment three, Katie discusses some of the skills she has gained as a podcaster.

In this segment, the following resources are mentioned:

• "Research in Action" podcast FAQ page
• GarageBand
• Learn more about podcasting basics with Dr. Katie Linder in the episodes listed below from The Radical Self-Trust Podcast Channel:
  • Life Work Q&A #2: Podcasting Basics
  • Life Work Q&A #3: Podcasting Production Steps
• RIA # 38: Dr. Katie Linder on Podcasting in Higher Education (Conference Panel)
• RIA Bonus Episode: Celebrating RIA’s One-year Anniversary 
• RIA # 106: Ali Duerfeldt on Research Dissemination Plans 
• Find links to all of the "Research in Action" show notes by visiting ecampus.oregonstate.edu/podcast

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 [00:00-02:48]: 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.

On this episode, Katie is joined by Dr. Heather L. Corwin. Dr. Corwin earned her Ph.D. in Clinical Psychology with a somatic concentration from The Chicago School of Professional Psychology (L.A.) and her M.F.A. in Acting/Theatre from Florida State University/Asolo Conservatory. She teaches courses that investigate behavior, impulse awareness, effective communication styles, stamina, physical storytelling, style, actions, and identifying needs. Her research focus looks at the impacts of emotional intelligence, actor training, psychological well-being and stress management. She serves as the Editor-in-Chief of The Players Journal and has published articles spanning great teaching, research methods, interdisciplinary fields, sensory awareness, empathy, the therapeutic relationship, and the relationship between actor training and emotional intelligence. As an actress, her work has been seen in countries all over the world. She has performed in award winning network television and regional theater throughout the U.S. As a coach, Heather works with individuals to best understand needs, actions to suit the needs, identifying behavior in others, and producing results under pressure. In 2017, Dr. Corwin was nominated for the distinction of Undergraduate Research and Artistry Day Faculty Member of the Year at NIU. For years, Dr. Corwin served as the Head of Movement for actor training at Northern Illinois University. www.HeatherC.com

Segment 1: Actor Training Research [00:00-11:45]

In this first segment, Heather shares about her research on actor training.

• The Players Journal
• www.HeatherC.com

Segment 2: Embodied Research [11:46-21:40]

In segment two, Heather discusses how her experience as a Rolfer has impacted her research.

Segment 3: Interdisciplinary Research [21:41-33:52]

In segment three, Heather shares about some of the challenges and benefits of being an interdisciplinary researcher.

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.

On this episode, Katie is joined by David J. Wrathall, an assistant professor of Geography in the College of Earth, Ocean and Atmospheric Sciences at Oregon State University. He is the lead author for the sixth assessment of the Intergovernmental Panel on Climate Change for the Chapter of Livelihoods, Poverty, and Sustainable Development. His research focuses on forms of human mobility and forced migration resulting from environmental problems. He draws from climate change adaptation, risk, resilience, and sustainability studies. In addition to climate change, he considers other destabilizing influences on development including drug trafficking and violent conflict.

Segment 1: Researching Destabilized Livelihoods [00:00-15:50]

In this first segment, David discusses his research on climate change and how it destabilizes communities.

Segment 2: Taking Risks for Research [15:51-31:58]

In segment two, David describes some of the risks he took while researching drug trafficking.

In this segment, the following resources are mentioned:

• Intergovernmental Panel on Climate Change (IPPC)

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 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.

In this segment, the following resources are mentioned:

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:

• 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, 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 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, Dr. Mary Ellen Dello Stritto is joined by Patrick Aldrich. Patrick received his bachelor’s degree in Wildlife biology and a minor in Entomology from the University of California, Davis. After graduation, he spent 5 years in various field biology positions, studying a wide array subjects from Bowerbird mating systems in Australia to integrated pest management of ground squirrels in Northern California. He subsequently decided to return to school to pursue a PhD at the University of Hawaii, Manoa, where he studied the spatio-temporal variation of pollination networks in Hawaiian tropical dry forests. Following his graduate work, he was the project director for a project that used spatial analyses to study the random correspondence of fingerprint patterns. Through his work, he has acquired extensive experience in biostatistics. He is currently the data manager and statistician for the Oregon Quality Rating and Improvement System for early childhood and other projects at The Research Institute at Western Oregon University. He continues to apply parametric, non-parametric and likelihood methodologies to analyze various datasets associated with early childhood and educational research.

Segment 1: Parametric vs. Non-parametric statistical tests [00:00-18:52]

In this first segment, Patrick discusses the differences between parametric and non-parametric statistical tests and the best practices for using non-parametric tests.

In this segment, the following resources are mentioned:

• RIA # 91: Dr. Mary Ellen Dello Stritto and Dr. William D. Marelich on the Applied Quantitative Perspective

Segment 2: Using non-parametric tests [18:53-33:31]

In segment two, Patrick discusses how he uses non-parametric statistical tests in his research and how other researchers have used them.

In this segment, the following resources are mentioned:

• Anderson, M. J. (2001). A new method for non-parametric multivariate analysis. Austral Ecology 26, 32-46.
• Oregon’s Quality Rating Improvement System (QRIS)
• Mann-Whitney U test
• Additional resources on non-parametric statistics:
  • Wasserman, Larry (2007). All of nonparametric statistics. New York: Springer.
  • Conover, W. J. (1999). Practical nonparametric statistics (3rd ed.). New York: John Wiley & Sons, Inc.
  • Siegel, S. & Castellan Jr., N. J. (1989). Nonparametric statistics for the behavioral sciences (2nd ed.). McGraw-Hill.

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.

Bonus Clip #1 [00:00-4:36]: Maintaining Dual Publication 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

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 Joshua Eyler, the Director of the Center for Teaching Excellence and Adjunct Associate Professor of Humanities at Rice University in Houston, TX. He received his B.A. in English from Gettysburg College in 2000 and his M.A. and Ph.D. in Medieval Studies from the University of Connecticut in 2006. He writes about teaching, learning, literature, and popular culture.

Segment 1: How Humans Learn [00:00-11:32]

In this first segment, Josh shares about his new book How Humans Learn.

In this segment, the following resources are mentioned:

• Eyler, J. (2018). How humans learn: The science and stories behind effective college teaching. Morgantown, WV: West Virginia University Press.

Segment 2: Supporting SoTL Research at the Institutional Level [11:33-22:20]

In segment two, Josh shares about how he supports Scholarship of Teaching and Learning at his institution.

In this segment, the following resources are mentioned:

• RIA # 19: Dr. Peter Felten on Scholarship of Teaching and Learning (SoTL)
• Rice University's Center for Teaching Excellence blog

Segment 3: Umbrella IRBs [22:21-34:30]

In segment three, Josh describes the process of setting up an umbrella IRB to support SoTL research.

Bonus Clip #1 [00:00-4:36]: Maintaining Dual Publication 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

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 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.

On this episode, Dr. Mary Ellen Dello Stritto is joined by Brooke Robertshaw, PhD, an assistant professor and the assessment librarian at Oregon State University. Her current research interests revolve around the ethics of learning analytics with a particular interest in the contextual nature of quantitative methodologies. Brooke is a member of the Data Doubles team that is exploring student perspectives of learning analytics. She is passionate about quantitative literacy, social justice, and the intersection of the two. In her spare time, she enjoys whitewater and flat water kayaking, discovering ways to give voice to the voiceless of the diaspora in the Middle East, and traveling to Jordan to spend time with her dear friends there.

Segment 1: The Importance of Effect Sizes [00:00-15:28]

In this first segment, Brooke discusses effect sizes, how they are used, and why they are important.

In this segment, the following resources are mentioned:

• American Psychological Association (APA)

Segment 2: Best Practices for Using Effect Sizes [15:29-28:41]

In segment two, Brooke discusses best practices for using effect sizes and resources to learn more.

In this segment, the following resources are mentioned:

• Resources on effect sizes:
  • Coe, R. (2002, September 12-14). It's the effect size, stupid: What effect size is and why it is important. Paper presented at Annual Conference of the British Educational Research Association, University of Exeter, England.
  • Dr. M. Brooke Robertshaw's website: stats.brookerobertshaw.com
  • Campbellcollaboration.org
  • esfree.usu.edu

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 [00:00-03:09]: Gale's Next Book Project

• Oxford University Press

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. Gale M. Sinatra, the Stephen H. Crocker Chair and Professor of Psychology and Education at the Rossier School of Education at the University of Southern California. She is the past Editor of the APA Division 15 journal, Educational Psychologist and she is currently the President Elect of Division 15. She is a Fellow of APA, AERA, and the Society for Text and Discourse. She heads the Motivated Change Research Lab, the mission of which is understanding the cognitive, motivational, and emotional processes that lead to attitude change, conceptual change, and successful STEM learning.

Segment 1: Conceptual Change Learning [00:00-17:15]

In this first segment, Gale shares about her research on conceptual change learning.

In this segment, the following resources are mentioned:

• Educational Psychologist

Segment 2: Gale's Experience as a Journal Editor [17:16-32:53]

In segment two, Gale shares about how she came to be a journal editor and what she has learned in that role.

In this segment, the following resources are mentioned:

• Psychological Bulletin
• Educational Psychologist
• International Journal of STEM Learning

Bonus Clip [00:00-03:09]: Gale's Next Book Project

• Oxford University Press

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 [00:00-03:20]: Benefits of a Clinical Program

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 William Berman, a Clinical Professor of Law at Suffolk University Law School. Professor Berman is the Director of Suffolk's Housing Discrimination Testing Program, which works to eliminate housing discrimination through testing, enforcement, education, policy and academic study. Professor Berman is also the Managing Attorney of Suffolk's Accelerator Practice, a clinical program that is part of a lager program designed to teach students a replicable business model for the creation of sustainable community-based law firms that serve low and moderate income individuals in the justice gap. Professor Berman writes in the areas of fair housing and clinical pedagogy and is a frequent speaker on these topics. Professor Berman has over 30 years of litigation experience. He is a graduate of Union College and Boston University School of Law.

Segment 1: Housing Discrimination Research [00:00-16:50]

In this first segment, Bill shares about the research emerging from a housing discrimination testing program.

In this segment, the following resources are mentioned:

• Suffolk University's Housing Discrimination Testing Program
• Langowski, J., Berman, W., Holloway, R., & McGinn, C. (2018). Transcending prejudice: Gender identity and expression-based discrimination in the metro Boston rental housing market forthcoming. Yale Journal of Law & Feminism 29(2), 321.
• U.S. Department of Housing and Urban Development (HUD)
• Massachusetts Commission Against Discrimination (MCAD)
• Boston Fair Housing Commission

Segment 2: Building Grant Budgets [16:51-34:04]

In segment two, Bill discusses some of the factors involved in creating and adjusting budgets for grant-funded research.

In this segment, the following resources are mentioned:

• Suffolk University's Housing Discrimination Testing Program
• Langowski, J., Berman, W., Holloway, R., & McGinn, C. (2018). Transcending prejudice: Gender identity and expression-based discrimination in the metro Boston rental housing market forthcoming. Yale Journal of Law & Feminism 29(2), 321.
• U.S. Department of Housing and Urban Development (HUD)
• Massachusetts Commission Against Discrimination (MCAD)

Bonus Clip #1 [00:00-03:20]: Benefits of a Clinical Program

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 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.

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.

n 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.

In this segment, the following resources are mentioned:

• Marelich, W. D., & Erger, J. S. (Eds.). (2004). The social psychology of health: Essays and readings. Thousand Oaks, CA: SAGE Publications.
• International Journal of Adolescence and Youth

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.

In this segment, the following resources are mentioned:

• R (free statistical software)
• IBM SPSS 
• SAS
• Articles related to p-Curve and p-Hacking:
  • Cumming, G. (2016). A primer on p-Hacking. MethodSpace. Retrieved from https://www.methodspace.com/primer-p-hacking/
  • Bruns S. B., & Ioannidis, J. P. A. (2016). p-Curve and p-Hacking in observational research. PLoS ONE 11(2): e0149144. https://doi.org/10.1371/journal.pone.0149144

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 [00:00-01:55]: Tips for Online Students New to Academic Libraries

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.

HIP Bonus Clip #3 [00:00-16:17]: The Challenges of Editing a Collection

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 [00:00-05:08]: Choosing Each Other as Co-authors

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 two guests:

Zapoura Newton-Calvert serves as Digital Coordinator and Capstone faculty member in Portland State University's University Studies Program. Her research and pedagogical foci include removing barriers to educational equity, social justice in online learning, community-based learning online, and Universal Design for Learning. She served as Faculty-in-Residence for Community-Based Learning in P.S.U.'s Office of Academic Innovation for three years and also worked as a Service-Learning Coordinator at Portland Community College. Her recent publication (also co-authored with Deborah Smith Arthur) Online Community-Based Learning as the Practice of Freedom: The Online Capstone Experience at Portland State University explores instructor presence and community formation in online CBL courses.

Dr. Deborah Smith Arthur, an Associate Professor at Portland State University, in the interdisciplinary University Studies program. Her work mostly revolves around juvenile and criminal justice and educational access for incarcerated and formerly incarcerated students. She has been teaching Capstone courses for 15 years and teaches a fully online Capstone once a year.

Segment 1: Research on Capstone Courses [00:00-18:15]

In this first segment, Deborah and Zapoura share some of their research on and experiences teaching capstone courses.

In this segment, the following resources are mentioned:

Segment 2: The Benefits of Moving a Capstone Online [18:16-36:28]

In segment two, Zapoura and Deborah discuss some of the benefits of moving a capstone course online.

In this segment, the following resources are mentioned:

Bonus Clip #1 [00:00-05:08]: Choosing Each Other as Co-authors

HIP Clip #3 [00:00-16:17]: The Challenges of Editing a Collection

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.

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.

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.

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.

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

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 [00:00-03:17]: 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 [00:00-03:56]: 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

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. Kevin Ahern, a Professor of Biochemistry/Biophysics who has taken a very non-traditional path to becoming a professor. A Beaver alum, Ahern received his Ph.D from OSU in 1986 and after post-doctoral work at UCSD, rejoined OSU as a business manager in 1989. Transitioning to the instructional ranks in 1995, Ahern served there until he was promoted from Senior Instructor to Professor in 2014, a rank he currently holds. Along the way, Ahern served as a scientific writer and editor with stints as contributing editor of Science Magazine, BioTechniques, and Genetic Engineering News. His YouTube instructional videos have over 4,000,000 views and his three open educational resource textbooks have saved students almost $50,000,000.

Segment 1: Writing Creatively as a Researcher [00:00-11:58]

In this first segment, Kevin shares about some of the creative writing he does as a scientist.

In this segment, the following resources are mentioned:

• Science Magazine
• BioTechniques
• Genetic Engineering News
• Dr. Kevin Ahern’s YouTube channel and Metabolic Melodies

Segment 2: Supporting Undergraduate Researchers [11:59-19:58]

In segment two, Kevin shares his experience supporting undergraduate researchers.

In this segment, the following resources are mentioned:

• OSU’s STEM Leaders Program

Segment 3: Best Practices with Mentoring Undergraduate Researchers [19:59-31:16]

In segment three, Kevin describes some strategies for effectively mentoring undergraduate researchers.

In this segment, the following resources are mentioned:

• Howard Hughes Medical Institute
  • Entering Mentoring

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.

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.

Take a listen to our September 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 #2 [00:00-05:41]: Extractive vs. Relational Research

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.