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

On this episode, I am joined by Dr. Tara Gray, who serves as associate professor of criminal justice and as the first director of the Teaching Academy at New Mexico State University (NMSU). The Teaching Academy seeks to improve student learning by providing NMSU educators with professional development in teaching, scholarship, leadership and mentoring. The Academy helps them develop extraordinary teaching lives embedded in exceptional careers. Tara was educated at the United States Naval Academy, Southwestern College in Kansas and Oklahoma State, where she earned her Ph.D. in economics by asking, “Do prisons pay?” She taught economics at Denison University before joining the Department of Criminal Justice at NMSU. She has published three books, including Publish & Flourish: Become a Prolific Scholar. She has been honored at New Mexico State and nationally with eight awards for teaching or service. Tara has presented faculty development workshops to 10,000 participants at more than 120 venues, in thirty-five states, and in Thailand, Guatemala, Mexico, Canada, Saudi Arabia and the United Arab Emirates.

Segment 1: How faculty development centers can help researchers [00:00-9:11]

In this first segment, Tara describes the work of Centers for Teaching and Learning and shares examples of programming, resources, and services that can offer assistance to faculty researchers.

Segment 2: Writing and research accountability [9:12-20:24]

In segment two, Tara talks about factors that impact scholarly productivity and shares tips for sharing your work with others.

Segment 3: Concrete tips for productive writing [20:25-31:24]

In segment three, Tara offers suggestions for setting up a daily writing practice, forming a writing group and tracking your time writing.

Bonus Clip # 1: How Publish & Flourish came to be [00:00-3:43]

Bonus Clip # 2: Tips for Engaging Experts for Feedback on Your Work [00:00-2:13]

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.

On this episode, Katie is joined by Deborah Loewenberg Ball, the William H. Payne Collegiate Professor of education at the University of Michigan, an Arthur F. Thurnau Professor, and the director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball studies the practice of teaching, seeking to identify how its power can be leveraged to disrupt racism, marginalization, and inequity. Much of her research focuses on elementary mathematics as a critical context for understanding teaching practice, examining the endemic challenges of working across difference, and the relational, communicative, and content-understanding entailments of that work. Her current work centers on ways to improve the quality of beginning teaching, particularly for children of color and low-income children.

Ball has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world. She serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees and is president of the American Educational Research Association. Ball has been elected to the American Academy of Arts and Sciences and the National Academy of Education, and is a fellow of the American Mathematical Society and the American Educational Research Association.

Segment 1: Math Education [00:00-18:15]

In this first segment, Deborah shares about what she has learned about math education research after decades in the field.

Segment 2: Teacher Training and Professional Development [18:16-33:54]

In segment two, Deborah shares about her organization TeachingWorks.

Bonus Clip #1 [00:00-05:10]: The Research Problem that Keeps Deborah Up at Night

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

Twitter: @RIA_podcast or #RIA_podcast Email: [email protected] Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Christopher Plummer, Professor at Michigan Technological University. Christopher created the Sound programs at Michigan Technological University, which combine fundamental engineering and artistic course work with applied sound creation. He has long been a practicing sound designer with theatre designs at regional theaters and in New York, sound design for independent films, and PBS specials. In that work he has been keenly interested in how immersive sound and room acoustics can bypass our conscious awareness and impact our underlying emotional state. This work includes the way an electroacoustic system can help an opera singer touch an audience with their voice to how the acoustics of a room change the classroom dynamics of a pre-school. Recently, Christopher has been exploring the power of soundscapes through a National Endowment for The Arts funded project, "Listening to Parks." This project takes images and ambisonic recordings of the National Parks surrounding Lake Superior and creates a virtual retreat where the park experiences are shared through an immersive installation using 11 speakers and 6 screens to transport the audience. New programs continue to be developed for this system, most recently, "Shell Shocked," a virtual experience of World War I warfare as part of the Copper Country's remembrance of the 100 year anniversary of the Armistice.

Segment 1: Sound Design and Composition [00:00-18:17]

In this first segment, Christopher describes his work with sound design and music composition.

In this segment, the following resources are mentioned:

• Keweenaw Soundscapes "Listening to Parks"

Segment 2: Research and Creative Expression [18:18-37:03]

In segment two, Christopher shares how his creative work impacts his research.

In this segment, the following resources are mentioned:

• National Institutes of Health (NIH) Sound Health

Bonus Clip #1 [00:00-06:11]: The Core Principle of Christopher's Work

In this bonus clip, the following resources are mentioned:

• This American Life

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

Twitter: @RIA_podcast or #RIA_podcast Email: [email protected] Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by 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.

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 #