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

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: [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, 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: [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, 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: [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.

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

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

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

In this segment, the following resources are mentioned:

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

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

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

In this segment, the following resources are mentioned:

• SenseMaker
• Tableau

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

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

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

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

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

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

In this segment, the following resources are mentioned:

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

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

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

In this segment, the following resources are mentioned:

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

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

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

In this segment, the following resources are mentioned:

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

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

Twitter: @RIA_podcast or #RIA_podcast Email: [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 Dr. Sarah Rose Cavanagh, an Associate Professor of Psychology and Associate Director of the D'Amour Center for Teaching Excellence at Assumption College and author of The Spark of Learning: Energizing the College Classroom with the Science of Emotion.

Segment 1: Emotions and Teaching [00:00-12:53]

In this first segment, Sarah discusses her research on emotions and teaching.

Segment 2: Signing with a Literary Agent [12:54-23:52]

In segment two, Sarah shares the process of signing with a literary agent.

In this segment, the following resources are mentioned:

• Connect with Dr. Sarah Rose Cavanagh on Twitter: @SaRoseCav
• Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. Morgantown, WV: West Virginia University Press.
• Sambuchino, C. (2015). Get a literary agent: The complete guide to securing representation for your work. Blue Ash, OH: Writer's Digest Books.
• RIA # 49: Dr. Therese Houston on Drawing Media Attention

Segment 3: Helping Students Manage Negative Emotion States [23:53-35:22]

In segment three, Sarah discusses her most recent research project.

In this segment, the following resources are mentioned:

• See Dr. Sarah Rose Cavanagh's faculty profile page for more about her current research projects
• Association for Psychological Science (APS) past and future conventions
• POD Network Conference

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: [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, Katie is joined by Dr. Ben Hatton, an Assistant Professor in the Department of Materials Science and Engineering, and cross-appointed to the Institute of Biomaterials and Biomedical Engineering (IBBME) at the University of Toronto (UofT). Dr. Hatton is an engineer who obtained his Ph.D. in 2005 from the University of Toronto in the area of nanomaterials synthesis by self-assembly. He has worked extensively on the design, fabrication and properties of nano- and microstructured surfaces, for biomaterial applications, and worked at Harvard University for 5 years (as a postdoc and research associate) before coming to UofT in 2012. Dr. Hatton currently has >40 peer review publications and >50 presentations and conference abstracts, and is focused on investigating the relationships between nanocomposite structure and nanomaterial surface design on bacterial contamination of biomaterial surfaces. The Hatton group works on the synthesis of drug-silica nanomaterials for drug release, non-adhesive and non-fouling biomaterials, and nano/micro scale topography effects on cell binding and surface reactions. Dr. Hatton has over 15 patents (and applications), from his research work at UofT and Harvard University.

Segment 1: Researching in Different Environments [00:00-13:41]

In this first segment, Ben shares about what he has learned from research in many different environments.

Segment 2: Strategies for Creativity in Research [13:42-23:36]

In segment two, Ben shares his favorite strategies for nurturing creativity in research.

In this segment, the following resources are mentioned:

Segment 3: More Strategies for Creativity in Research [23:37-35:15]

In segment three, Ben shares additional strategies for nurturing creativity in research.

In this segment, the following resources are mentioned:

• Johnson, S. (2010). Where good ideas come from: The natural history of innovation. New York: Riverhead Books.
• RIA # 10: Dr. Dannelle Stevens on Journaling Best Practices
• Materials Research Society (MRS) Conference

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: [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 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, post a comment below or 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.