413 episodes

Research in Action is a weekly podcast about topics and issues related to research in higher education from experts across a range of disciplines.

Research in Action | A podcast for faculty & higher education professionals on research design, methods, productivity & more Dr. Katie Linder, Director of the Oregon State University Ecampus Research Unit

    • Education
    • 4.8 • 53 Ratings

Research in Action is a weekly podcast about topics and issues related to research in higher education from experts across a range of disciplines.

    [From the Archives] Ep 169: Dr. Helen Kara on Research Ethics

    [From the Archives] Ep 169: Dr. Helen Kara on Research Ethics

    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.

    • 35 min
    [From the Archives] Ep 122: Dr. Rebekah Willson on Grounded Theory

    [From the Archives] Ep 122: Dr. Rebekah Willson on Grounded Theory

    On this episode, Katie is Joined by Dr. Rebekah Willson, a Lecturer in Information Science in the Department of Computer and Information Sciences, University of Strathclyde, Glasgow, UK. Originally from Canada, she obtained her PhD from Charles Sturt University in Australia in 2016. Her dissertation focused on the experience of individuals transitioning from doctoral student to early career academic. Her main area of research is in information behavior including what information individuals need and how they find, share, and use that information — particularly in the workplace. Her latest research examines the precarity in modern universities and the influence that has on the information behaviour of academics on short-term contracts. For more information and her CV, please go to rebekahwillson.com
    Segment 1: Information Behavior Research [00:00-12:25]
    In this first segment, Rebekah describes her research in information behavior.
    In this segment, the following resources are mentioned:
    rebekahwillson.com Segment 2: Grounded Theory [12:26-24:27]
    In segment two, Rebekah shares some of her experiences using grounded theory as a methodology.
    Segment 3: Researching Academics in Transition [24:28-36:57]
    In segment three, Rebekah shares about her most recent research on academics on short-term contracts.
    To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:
    Twitter: @RIA_podcast or #RIA_podcast
    Email: riapodcast@oregonstate.edu
    Voicemail: 541-737-1111
    If you listen to the podcast via iTunes, please consider leaving us a review.
    The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

    • 37 min
    [From the Archives] Ep 136: Dr. Rebecca Thomas on Dissertation Writing

    [From the Archives] Ep 136: Dr. Rebecca Thomas on Dissertation Writing

    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.

    • 36 min
    [From the Archives] Ep 170: Dr. Larry Rosen on Technology and the Brain

    [From the Archives] Ep 170: Dr. Larry Rosen on Technology and the Brain

    On this episode, Katie is joined by Dr. Larry Rosen, Professor Emeritus and past chair of the psychology department at California State University, Dominguez Hills. He is a research psychologist recognized as an international expert in the “Psychology of Technology.” Over the past 30-plus years, Dr. Rosen and his colleagues have examined reactions to technology among more than 100,000 people in the United States and in 22 other countries. His latest book, The Distracted Mind: Ancient Brains in a High-Tech World (MIT Press, 2016), won the PROSE Award for neuroscience. Dr. Rosen has been featured extensively in television, print, and radio media and has been a commentator on 60 Minutes, The Daily Show, Good Morning America, NPR, and CNN. Dr. Rosen has four children including one in the iGeneration, one in the Net Generation and two in Generation X and four grandchildren to watch growing up with technology. For fun he creates works of art from old computer technology, clocks and early rock and roll music. In his free time he enjoys reading international intrigue novels, fiddling with his newest geek toy, going to independent films, and trying to find ways to keep his Humanware safe from the technology vying for his attention. His website is DrLarryRosen.com
    Segment 1: Technology and the Brain [00:00-18:53]
    In this first segment, Larry describes some of his research on the effect of technology on the brain.
    In this segment, the following resources are mentioned:
    Gazzaley, A., & Rosen, L. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge, MA: MIT Press. Learn more about Dr. Larry Rosen on his website: DrLarryRosen.com Weil, M. M., & Rosen, L. D. (1997). TechnoStress: Coping with technology @Work @Home @Play. New Jersey: Wiley. Segment 2: Multitasking in the Classroom [18:54-37:11]
    In segment two, Larry shares about his research study on multitasking in the classroom.
    In this segment, the following resources are mentioned:
    Disconnected: A Documentary National Sleep Foundation Functional Near-infrared Spectroscopy (fNIRS) Children and Screens Psychology of Technology Institute  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.

    • 37 min
    [From th Archives] Ep 158: Dr. Steven Camicia on Democratic Education

    [From th Archives] Ep 158: Dr. Steven Camicia on Democratic Education

    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 Pu

    • 33 min
    [From the Archives] Ep 128: Dr. Jesse Nelson on Diversity and Inclusion in Higher Education

    [From the Archives] Ep 128: Dr. Jesse Nelson on Diversity and Inclusion in Higher Education

    On this episode, Katie is joined by Jesse Nelson, the Associate Provost for Academic Achievement at Oregon State University. He holds a doctorate in Education Policy Studies from Indiana University and an M.B.A. from Oregon State University. Professionally, he has worked at the University of Utah, Indiana University-Purdue University Indianapolis, Central Washington University, and Oregon State University. Throughout his career, Jesse’s focus has centered on issues of teaching & learning, diversity & inclusivity, and student success. In addition to administrative responsibilities, Jesse thoroughly enjoys being in the classroom; he has taught graduate courses in research methods and higher education and undergraduate courses in leadership and student success. With his wife and two teenage sons, the family enjoys gardening, outdoor adventures, good books, and board games.
    Segment 1: Changes in Student Success Models [00:00-15:17]
    In this first segment, Jesse discusses some of the changes in student success models over time.
    Segment 2: Diversity, Inclusion and Student Success [15:18-26:22]
    In segment two, Jesse shares about how valuing diversity and inclusion can impact student success.
    In this segment, the following resources are mentioned:
    Papers on privilege by Dr. Peggy McIntosh: White privilege and male privilege: A personal account of coming to see correspondences through work on women’s studies (1988) White privilege: Unpacking the invisible knapsack (1989) Other resources mentioned by Dr. Nelson: Davis, M., Dias-Bowie, Y., Greenberg, K., Klukken, G., Pollio, H. R., Thomas, S. P., & Thompson, C. L. (2004). A fly in the buttermilk: Descriptions of university life by successful Black undergraduate students at a predominately white southeastern university. The Journal of Higher Education, 75, 420-445. Segment 3: Diversity and Inclusion Practices for Online Classrooms [26:23-37:02]
    In segment three, Jesse discusses methods for prioritizing diversity and inclusion in the online classroom.
    HIP Bonus Clip #2 [18:30]: Communicating with Contributors
    In this second bonus clip for our “back to school” miniseries, Katie chats with her co-editor, Chrysanthemum Mattison Hayes, about their experiences communicating with contributors.
    High-Impact Practices in Online Education: Research and Best Practices website To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, 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.

    • 37 min

Customer Reviews

4.8 out of 5
53 Ratings

53 Ratings

djamleelii ,

So much to learn!

Katie's guests do aa wonderful job of discussing what it's like being a practicing member of the academy.

susmcgowan ,

Welcome to the world of research (warts and all)

I just listened to Episodes 51 and 49 where very respected researchers (Sara Goldrick-Rab and Therese Huston) discussed all aspects of their research from inception to dissemination. Dr. Linder manages to make issues in research extremely accessible and realistic while capturing the human side (and costs) of engaging in this arduous and rewarding work.

exacta ,

Great podcast!

This podcast is somewhat out of my interest area, but it's really well produced & Dr. Linder is a highly engaging host. Check out the special anniversary episode to hear more from the people involved in the research & recording process.

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