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

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 today's episode, Katie is joined by Dr. Rebecca Thomas, who is currently a postdoctoral scholar for the Ecampus Research Unit at Oregon State University. She recently earned a Ph.D. in Psychology from the University of Texas San Antonio (UTSA), where she successfully defended her dissertation on aggressive behavior in college students' friends with benefits relationships in July 2018. Prior to UTSA, she earned an M.S. in Instructional Psychology & Technology from Brigham Young University (BYU). She is excited to apply her training and experience in study design, participant recruitment, and dissemination obtained at UTSA in combination with her previous experience on student success at BYU, in her new role as a postdoctoral scholar. Segment 1: Choosing a Dissertation Topic [00:00-11:25] In this first segment, Becca shares about her experience choosing a dissertation topic. In this segment, the following resources are mentioned: Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. New York: Henry Holt and Company, LLC. Boyle Single, P. (2009). Demystifying dissertation writing. Sterling, VA: Stylus Publishing. Roberts, C. M. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation. Thousand Oaks, CA: Corwin. The Thesis Whisperer Blog Segment 2: Getting the Dissertation Done [11:26-22:28] In segment two, Becca shares productivity strategies for writing a dissertation. Segment 3: Post-dissertation Dissemination [22:29-36:32] In segment three, Becca shares her plans for disseminating her dissertation results. In this segment, the following resources are mentioned: RIA # 106: Ali Duerfeldt on Research Dissemination Plans Rocco, T. S., Hatcher, G. T., & Associates. (2011). The handbook of scholarly writing an publishing. San Francisco, CA: Jossey-Bass. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the "Research in Action" podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Dr. Steven Camicia, an associate professor of social studies education at Utah State University. His research focuses on curriculum and instruction in the areas of perspective consciousness and social justice as they relate to critical democratic education. The term "critical" modifies "democratic education" in order to focus upon the attributes of power, inclusion, and recognition in democratic education. He was awarded an American Educational Studies Association 2017 Critics' Choice Book Award for his book entitled, Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. In his book, he examines how the contexts in Utah and California might influence what can and cannot be said in classrooms about LGBTQ individuals and issues. His research has been published in scholarly journals such as Theory and Research in Social Education, The Social Studies, Social Studies Research and Practice, International Journal of Social Studies Research, Journal of Teaching and Teacher Education, the Journal of Public Deliberation, and the London Review of Education. He is a former associate editor of Theory and Research in Social Education. His research interests stemmed from his experiences as a former elementary school teacher. Segment 1: Researching Democratic Education [00:00-13:50] In this first segment, Steven shares some of his projects focused on researching democratic education. In this segment, the following resources are mentioned: Butler, J. (2006). Precarious life: The powers of mourning and violence. New York: Verso. Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. Theory and Research in Social Education 35(1), 96-111. Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. Journal of Social Studies Research, 33(1), 113-132. Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. International Journal of Development Education and Global Learning, 4(1), 25-35. Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge. Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York: Routledge. Mouffe, C. (2000). The democratic paradox. London: Verso. Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 433-458). San Francisco, CA: Jossey-Bass Segment 2: Diversity, Inclusion and Social Justice [13:51-23:21] In segment two, Steven discusses how his research includes an emphasis on diversity, inclusion, and social justice. In this segment, the following resources are mentioned: Au, W. (2012). Critical curriculum studies: Education, consciousness and the politics of knowing. New York: Routledge. Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 3-29). New York: Teacher College Press. Benhabib, S. (2002). The claims of culture: Equality and diversity in the global era. Princeton, NJ: Princeton University Press. Harding, S. (1995). "Strong objectivity": A response to the new objectivity question. Synthese, 104(3), 331-349. Parker, W. C. (Ed.) (1996). Educating the democratic mind. Albany, NY: State University of New York Press. Camicia, S. P., & Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc. Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue. Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition. Segment 3: Helping Students Understand Political Discourses [23:22-33:28] In segment three, Steven describes his most recent project on using social studies to help students engage in political debates and discussions. In this segment, the following resources are mentioned: Young, I. M. (2002). Inclusion and democracy. New York: 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, 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 Asao B. Inoue, Professor of Interdisciplinary Arts and Sciences, Director of University Writing and the Writing Center at the University of Washington Tacoma, a member of the Executive Board of Council of Writing Program Administrators, and the Program Chair of the 2018 Conference on College Composition and Communication. Among his many articles and chapters on writing assessment and race and racism, his article, "Theorizing Failure in U.S. Writing Assessments" in RTE, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. In November of 2016, he guested co-edited a special issue of College English on writing assessment as social justice, and is currently finishing a co-edited collection on the same topic, as well as a book on labor-based grading contracts as socially just writing assessment. Segment 1: Alternative Modes of Writing Assessment [00:00-14:17] In this first segment, Asao shares about his research and experience with grade-less writing and grading contracts. In this segment, the following resources are mentioned: Inoue, A. B. (2014). Theorizing failure in U.S. writing assessments. Research in the Teaching of English, 48(3), 330-352. Inoue, A. B., & Poe, M. (Eds.). (2012). Race and writing assessment. New York: Peter Lang Publishing, Inc. Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing for a socially just future. Anderson, SC: Parlor Press. College English Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. New York: Houghton Mifflin Harcourt Publishing Company. Selected works of Peter Elbow Segment 2: Writing Assessment as Anti-racist Practice [14:18-32:31] In segment two, Asao discusses his research on writing assessment as anti-racist practice. 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, guest host Dr. Mary Ellen Dello Stritto, is joined by Stephen Jenkins. Stephen is the Interim Executive Director of University Housing and Dining Services at Oregon State University. He has 18 years of experience in higher education student affairs at several institutions. Stephen recently completed his Doctorate of Education in Educational Leadership – Post-secondary Education. For his dissertation, he studied the academic advising experiences and learning of online learners. Segment 1: Academic Advising for Online Learners [00:00-11:19] In this first segment, Stephen shares about the background research on online academic advising. In this segment, the following resources are mentioned: Curry, R. F. (1997). Academic advising in distance education (Doctoral dissertation). The College of William and Mary in Virginia. Retrieve from https://www.learntechlib.org/p/118296/ Moore, M. G. (Ed.). (2013). Handbook of distance education (3rd ed.). New York: Routledge. Segment 2: Methodological Approach [11:20-23:19] In segment two, Stephen discusses the theoretical background and methodological approach. In this segment, the following resources are mentioned: Crookston, B. B. (1972). A developmental view of academic advising as teaching, Journal of College Student Personnel, 13(1), 12-17. O'Banion, T. (1994). An academic advising model. NACADA Journal, 14(2), 10-16. Smith, C. L., & Allen, J. M. (2006). Essential functions of academic advising: What students want and get. NACADA Journal 26(1), pp. 56-66. Segment 3: Overall Findings and Implications [23:20-38:50] In segment three, Stephen shares about his overall findings in his research on academic advising for online learners. In this segment, the following resources are mentioned: Smith, C. L., & Allen, J. M. (2006). Essential functions of academic advising: What students want and get. NACADA Journal 26(1), pp. 56-66. Moore, M. G. (Ed.). (2013). Handbook of distance education (3rd ed.). New York: Routledge. 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, 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.

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: 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. John Fritz, an Associate Vice President for Instructional Technology at the University of Maryland, Baltimore County (UMBC). Working within UMBC's Division of Information Technology, John is responsible for UMBC's focused efforts in teaching, learning and technology, including learning analytics. He is also responsible for tier 1 (basic) user support including knowledge management. Previously, John served as UMBC's Director of News & Online Information, and has more than 10 years' experience as a public information officer, writer and editor in three University of Maryland campuses. John holds a Ph.D in Language, Literacy and Culture from UMBC, a Master's degree in English (with an emphasis in rhetoric and composition) from the University of Maryland, College Park, a bachelor's degree in English and religion from Columbia Union College in Takoma Park, Maryland, and certificates in New Media Publishing from the University of Baltimore and Instructional Systems Design from UMBC. Segment 1: Faculty Course Design and Analytics [00:00-11:59] In this first segment, John shares about some of his research on Learning Management Systems (LMSs) In this segment, the following resources are mentioned: Khan Academy Fritz, J., & Whitmer, J. (2017, February 27). Learning Analytics Research for LMS Course Design: Two Studies. EDUCAUSE Review Online. Retrieved from http://er.educause.edu/articles/2017/2/learning-analytics-research-for-lms-course-design-two-studies Segment 2: Adaptive and Personalized Learning [12:00-21:44] In segment two, John discusses the rise in adaptive and personalized learning platforms and what this means for research on student learning In this segment, the following resources are mentioned: Barry Zimmerman Khan Academy Blackboard IMS Global Edwards, M., Ford, C., Fritz, J., Johnson, D., Pugliese, L., & Birk. (2017). From Adaptive to Adaptable: The Next Generation for Personalized Learning | IMS Global Learning Consortium. IMS Global. Retrieved from https://www.imsglobal.org/adaptive-adaptable-next-generation-personalized-learning Fritz, J. L. (2016). Using analytics to encourage student responsibility for learning and identify course designs that help (Ph.D.). University of Maryland, Baltimore County, United States — Maryland. Retrieved from http://umbc.box.com/johnfritzdissertation Fritz, J. (2013). Using analytics at UMBC: Encouraging student responsibility and identifying effective course designs (Research Bulletin) (p. 11). Louisville, CO: Educause Center for Applied Research. Retrieved from http://www.educause.edu/library/resources/using-analytics-umbc-encouraging-student-responsibility-and-identifying-effective-course-designs Segment 3: The Art and Science of Nudge Analytics [21:45-34:05] In segment three, John shares about a new interest area for him: nudge analytics. In this segment, the following resources are mentioned: Thaler, R. H., & Sunstein, C.R. (2008). Nudge. New Haven, CT: Yale University Press. Glenn, D. (2010, February 7). Struggling students can improve by studying themselves, research shows. The Chronicle of Higher Education. Albert Bandura Carol Dweck Collection of articles by and about UMBC's use of analytics To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the "Research in Action" podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

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: 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 Kris Shaffer, Ph.D., a data scientist with a background in computational musicology. Kris currently works as an Instructional Technology Specialist and Adjunct Instructor of Computer Science at the University of Mary Washington. He also does freelance work in web and social-media intelligence, and serves as a volunteer researcher for Data for Democracy. He is a Contributing Editor and Board member for Hybrid Pedagogy and the lead author and editor of Open Music Theory: an open-source, interactive textbook for undergraduate music theory courses. You can find him on the web at pushpullfork.com and github.com/kshaffer. Would you like to incorporate this episode of "Research in Action" into your course? Download the Episode 105 Instructor Guide (.pdf) or visit our Podcast Instructor Guides page to find additional information. Segment 1: Computational Musicology [00:00-10:42] In this first segment, Kris discusses his background in computational musicology. In this segment, the following resources are mentioned: Hybrid Pedagogy Open Music Theory Composer György Ligeti Million Song Dataset Segment 2: Open-source Software Development [10:43-20:50] In segment two, Kris shares about his motivations for creating open-source software. In this segment, the following resources are mentioned: Shaffer, K. (2013, May 23). Open-source scholarship. Retrieved from https://hybridpedagogy.org/open-source-scholarship/ Mozilla Android Find Dr. Shaffer on GitHub: github.com/kshaffer Domain of One's Own and the University of Mary Washington For more on the Domain of One's Own, check out RIA # 99: Dr. Jesse Stommel on Founding a Journal Data for Democracy GitHub Segment 3: New Research Directions [20:51-33:30] In segment three, Kris shares about his most recent work on hate speech. In this segment, the following resources are mentioned: Data for Democracy Bonus Clip #1 [00:00-4:41]: The Relationship Between Mathematics and Music 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 Dr. Kathleen Preston, an Associate Professor in the Department of Psychology at California State University, Fullerton. Dr. Preston teaches several statistics courses including introductory, advanced, and multivariate statistics, as well as psychometrics, and structural equation modeling. She earned her Ph.D. in 2011 in quantitative psychology from UCLA. Her research interests are in using Item Response Theory, specifically the nominal response model, to develop and refine psychological measurement tools. Dr. Preston is co-director of the Fullerton Longitudinal Study where she applies advanced statistical techniques to long-term longitudinal data. Dr. Preston is considered an expert in statistical analysis using R programming and she has recently published a textbook on analyzing multivariate statistics using R. She has given numerous invited statistical presentations and workshops at national and regional conferences, universities, and federal government agencies. Segment 1: Psychometrics and Item Response Theory [00:00-20:11] In this first segment, Kathleen discusses psychometrics, and how she got interested in quantitative psychology; she explains item response theory and the nominal response model and their applications. In this segment, the following resources are mentioned: Item Response Theory Nominal Response Model Segment 2: Analysis of the Fullerton Longitudinal Study [20:12 -37:44] In segment two, Kathleen discusses the Fullerton Longitudinal Study, the benefits and drawbacks of the study and the statistical methods she employs in her research. In this segment the following resources are mentioned: Fullerton Longitudinal Study Some of Kathleen's publications on the nominal response model and the Fullerton Longitudinal Study: Preston, K., Parral, S., Gottfried, A.W, Oliver, P., Gottfried, A. E., Ibrahim, S. & Delany, D. (2015). Applying the Nominal Response Model Within a Longitudinal Framework to Construct the Positive Family Relationships Scale. Educational and Psychological Measurement, 75, 901-930. Preston, K. S. J., Gottfried, A. W., Park, J. J., Manapat, P. D., Gottfried, A. E., & Oliver, P. H. (2018). Simultaneous Linking of Cross-Informant and Longitudinal Data Involving Positive Family Relationships. Educational and Psychological Measurement, 78(3), 409–429. 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. Ron Mize, an Associate Professor in the School of Language, Culture, and Society. He previously taught International Relations, Sociology, Latino Studies, and Ethnic Studies at ITAM (Mexico City), Humboldt State University, Cornell University, University of Saint Francis-Fort Wayne, California State University-San Marcos, University of California San Diego, Southwestern College, Colorado State University and University of Wisconsin Rock County. His scholarly research focuses on the historical origins of racial, class, and gender oppression in the lives of Mexicano/as residing in the United States. He is the author of over 50 scholarly publications, including four books. Segment 1: Researching Immigrant Labor [00:00-19:21] Segment 2: Researching Politicized or Controversial Topics [19:22-35:53] 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.