Bonus Clip #1 [00:00-04:08]: Using Existing Data and Lessons Learned

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.

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.

Bonus Clip #1 [00:00-04:08]: Using Existing Data and Lessons Learned

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.

Bonus Clip #1 [00:00-02:25]: Storytelling and Research

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.

On this episode, Katie is joined by Dr. Reeves Shulstad, an Associate Professor in the Hayes School of Music at Appalachian State University in Boone, NC. She is a musicologist and is currently working on a book about microtonalist composer and early music performer Tui St. George Tucker. She teaches music history and special topics courses at ASU and has published on pedagogy.

Segment 1: Researching Music [00:00-11:24]

In this first segment, Reeves shares the different elements involved in researching music.

Segment 2: Researching a Historical Figure [11:25-21:53]

In segment two, Reeves discusses some of the benefits and challenges of researching a historical figure.

Segment 3: Implementing Research in the Classroom [21:54-33:45]

In segment three, Reeves shares about how she is using her research project in her teaching.

In this segment, the following resources are mentioned:

Bonus Clip #1 [00:00-02:25]: Storytelling and Research

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.

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, 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 two guests:

Dr. Liz Gross is a data-driven researcher and scholar who specializes in creating entrepreneurial social media strategies in higher education. Her professional super power is to embolden colleges and universities and help them launch modern market research strategies using social listening. Teaching is Liz’s passion and she brings that to colleges and universities as the founder and CEO of Campus Sonar, a specialized social listening agency that matches high-value social media intelligence and engagement opportunities to organizational strategic initiatives.

Segment 1: Social Listening [00:00-11:24]

In this first segment, Liz and Amber define social listening.

In this segment, the following resources are mentioned:

• Campus Sonar

Segment 2: Research Skills for Social Listening [11:25-22:38]

In segment two, Amber and Liz discuss the research skills that are needed for social listening.

In this segment, the following resources are mentioned:

• Sandall, A. (2017, November 21). Psst: Students tell the internet (not you) why they drop out [blog post]. Retrieved from http://blog.campussonar.com/blog/why-they-drop-out

Segment 3: Examples of Social Listening Research [22:39-35:29]

In segment three, Liz and Amber share some examples of their work in social listening.

In this segment, the following resources are mentioned:

• Brandwatch
• Find reports, case studies, and more on the Campus Sonar resources page

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.

Take a listen to our May 2019 preview clips!

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

Twitter: @RIA_podcast or #RIA_podcast

Email: 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.