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

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: [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 [00:00-04:21]: 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: [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. 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: [email protected]

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: [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. 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: [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 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: [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. 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: [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. 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: [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 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: [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 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: [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 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: [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 Ecampus or Oregon State University.