Research in Action | A podcast for faculty & higher education professionals on research design, methods, productivity & more

Take a listen to our March 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: [email protected] 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 [00:00-06:11]: 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: [email protected] 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 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: [email protected] 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 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: [email protected] 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 [00:00-03:45]: Mimi Shares Resources for Learning More About Learning Analytics and Big Data

In this bonus clip, the following resources are mentioned:

• Education Data Mining Conference
• Learning Analytics & Knowledge Conference
• Journal of Educational Data Mining (JEDM)
• Journal of Learning Analytics (JLA)
• Krumm, A., Means, B., Bienkowski, M. (2018). Learning analytics goes to school: A collaborative approach to improving education. 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: [email protected] 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, guest host Dr. Mary Ellen Dello Stritto is joined by Mimi Recker, a professor in the department of Instructional Technology and Learning Sciences at Utah State University. She holds a bachelor's degree in mathematics from the University of Pennsylvania. After a few years working as a software engineer in Silicon Valley (working on early Internet protocols), she earned her PhD from the University of California, Berkeley. Mimi worked for two years at the Georgia Institute of Technology and for four years at Victoria University of Wellington in New Zealand, before finally joining Utah State University in 1998.

Mimi became Department Head of Instructional Technology & Learning Sciences in 2008, serving for 7 years. Her research focuses on helping the education sector take advantage of the benefits of cyber-learning and teaching. Over the years, this line of research, funded by the National Science Foundation and the Institute for Museum and Library Services, has involved a dynamic mix of faculty, post-docs, and graduate students from Utah State University, as well as colleagues from around the world.

When not working, you might find her on skis, in a kayak, on a bike, or on a cliff, exploring the natural beauty around Logan.

Segment 1: Learning Sciences and Analytics [00:00-19:10]

In this first segment, Mimi discusses the field of learning sciences, learning analytics in higher education, and big vs. traditional data sets.

Segment 2: Analyzing Big Data [19:10-35:06]

In segment two, Mimi shares statistical approaches for analyzing big data sets and her research on LMS data.

Bonus Clip #1 [00:00-03:45]: Mimi Shares Resources for Learning More About Learning Analytics and Big Data

In this bonus clip, the following resources are mentioned:

• Education Data Mining Conference
• Learning Analytics & Knowledge Conference
• Journal of Educational Data Mining (JEDM)
• Journal of Learning Analytics (JLA)
• Krumm, A., Means, B., Bienkowski, M. (2018). Learning analytics goes to school: A collaborative approach to improving education. 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: [email protected] 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. Kay Shattuck, who has worked in adult education more than 30 years, focusing on online and distance education over the past few decades. She earned her doctorate at Penn State University under the guidance of Michael G. Moore. Kay was a member of the initial group of Maryland distance educators who developed what would become Quality Matters. Her earliest involvement in 2003 was in providing a review of the research and best practices literature and being part of the committee that developed the first QM iteration of standards of quality online course design. As QM's Director of Research, she continues to provide research support and direction for new QM tools and resources for the field. Her academic affiliation is with the lifelong learning and adult education program at Penn State where she taught online for many years. She is an associate editor of The American Journal of Distance Education. Kay developed and was editor of Assuring Quality in Online Education: Practices and Processes at Teaching, Resource, and Program Levels and authored "Teaching Online: Who? What? When? Where? Why? How?" a review of the faculty participation literature in the upcoming 4th edition of the Handbook of Distance Education.

Segment 1: Quality Matters [00:00-15:09]

In this first segment,

In this segment, the following resources are mentioned:

• The American Journal of Distance Education
• Legon, R., & Garrett, R. (2018). The changing landscape of online education (CHLOE): A deeper dive. Quality Matters & Eduventures survey of chief online officers, 2018.
• Moore, M. G., & Diehl,W. C. (Eds.). (2019). Handbook of distance education (4th ed.). New York: Routledge.
• Shattuck, K. (2014). Assuring quality in online education: Practices and processes at teaching, resource, and program levels. Sterling, VA: Stylus.
• Eduventures
• Quality Matters (QM)
  • QM Events
  • QM Research Library
  • ABCs of QM-Focused Research

Segment 2: Being a Director of Research [15:10-36:31]

In segment two,

In this segment, the following resources are mentioned:

• The American Journal of Distance Education
• Zawacki-Richter, O., & Anderson, T. (2014). Online distance education: Towards a research agenda. Edmonton, AB: AU Press.
• Quality Matters (QM)
  • QM Research Library

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: [email protected] 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 February 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: [email protected] 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 episode, Dr. Katie Linder, director of research at Oregon State University Ecampus, shares about the Report Reader Checklist, a new tool available from the Oregon State Ecampus Research Unit.

Segment 1: Report Reader Checklist Origin Story [00:00-11:49]

In this first segment, Katie shares about how the Report Reader Checklist came to be.

In this segment, the following resources are mentioned:

• Report Reader Checklist
• EDUCAUSE
• UPCEA
• Online Learning Consortium (OLC)
• Quality Matters
• To learn more about past Oregon State Ecampus research reports, visit our current projects page.

Segment 2: Report Reader Checklist Content [11:50-28:38]

In segment two, Katie offers an overview of the Report Reader Checklist content.

In this segment, the following resources are mentioned:

• The six areas of the Report Reader Checklist:
  • Context
  • Methodology
  • Sample
  • Reporting Results
  • Transparency
  • Reader Experience

• Connect with the Oregon State Ecampus Research Unit!
  • Email: [email protected]
  • Twitter: @ECResearchUnit

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: [email protected] 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 [00:00-05:10]: 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: [email protected] 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.