Research communication skills & public intellectualism in graduate education
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Research communication skills & public intellectualism in graduate education
- 1. Research communication skills & public intellectualism in graduate education Jennifer Englund & Ryan Wold WRIT 8520: Fall 2017
- 3. Find a partner and role play! The Scenario You are at a large family gathering over winter break. You are in a conversation with your aunt Vicki who works in payroll processing at the Polaris manufacturing plant. Aunt Vicki: What was your favorite class fall semester? You: The rhetoric, science, and technology of collaboration. Aunt Vicki: What is that class all about? I mean, what did you learn? 3
- 5. “Quote from Tim Tripp 5 Every graduate student should be able to articulate the value of their critical thinking skills, analytic skills, and overall research skills. Tim Tripp, Office of University Economic Development, University of Minnesota
- 6. “ 6 Quote from Alan Levine I’ve published over 400 papers on neural nutrition and I still don’t know how to recommend what people should eat.” Dr. Allen Levine, UMN Vice President of Research
- 8. Calls for better research communication ▪ Diversified Career Trajectories ▪ Grand Challenges ▪ Skepticism of authority ▪ Save lives 8
- 10. Who else is talking about this? ▪ Graduate school as a training/practice space for this work (Crick, 2009; McKenzie Stevens, 2009) ▪ Accessible writing (Gattone, 2012; Hacker, 2010) ▪ Call for this work to be recognized as part of the promotion and tenure process (Hutchinson, 2011; McKenzie Stevens, 2009) 10
- 12. What role could individual interviews play in giving graduate students an opportunity to practice presenting their research? How would graduate students respond to being asked to explain their research in a way that would be accessible to a public audience? Research Questions 12
- 14. Collaborative method Cognition and learning Small-group processes Technology Interactions, People, Goals Settings, Tools Complexity, Perspectives 14 The questions in each of the areas were used by us to prompt reflection and spur ideas and recommendations for future changes.
- 15. What was our process? Preparations Actions Results 15
- 16. Sample interviews 16 Jarron Interview (z.umn.edu/jarron) Anu Interview (z.umn.edu/anu-interview)
- 17. Over to you...Find a partner and conduct a practice interview! 17
- 18. Reflection ▪ What questions were difficult to answer? ▪ What questions did you enjoy answering? ▪ What questions made you think differently about your research? ▪ How did the other person’s reactions affect your answers? 18
- 19. 5. Next steps
- 20. woldx183@umn.edu englu061@umn.edu Send us an email! 20 Want to be interviewed?
Editor's Notes
- Welcome and title (Jennifer)
- This is a video clip from the movie Parent Trap. The video shows a man and a woman. The woman says “Hello pet. You may call me Aunt Vicki”
- Ryan: Practice question…. You are visiting with your family over the holiday break, and your aunt, who works in payroll at the local tractor company, asks you about your favorite course this semester. You tell her about this collaboration course and she asks: What does collaboration mean? Audience Participation! 2 one minute rounds to discuss what collaboration means.
- Jennifer Problem statement: start with the why? 1-2 sentences of intro re ryan’s story
- Jennifer Move from ryan’s story to interviews - institution-specific framing of ‘problem’
- Jennifer Context for quote: Thanks to Ann, we were able to speak with Dr Allen Levine, who is the UMN VP of Research. Asked him specifically about the role of scholars speaking to the public about their research. He shared his insights based on his experience publishing over 400? peer-reviewed articles Based on the interview data we collected, from there, we wanted to broaden our inquiry and turned to the literature…
- Jennifer ...to explore the areas of research communication skills and public intellectualism in graduate education that intentionally spanned multiple disciplines. This also aligns with the larger body of literature on graduate education, in that it is disaggregated by discipline, even on the national scale, such as the work that the US based national organization, the Council of Graduate Schools, has conducted. (transition to ryan to talk about the research communication skills)
- Ryan : Lit review: intentional broad view of disciplines Four main areas: diversified career trajectories, grand challenges, skepticism of authority, and saving lives. (slide has animations that advance each bullet point by clicking slide advance button)
- Public engagement can be defined as: Public intellectualism can be defined as: Public scholarship can be defined as: What is a characteristic of public intellectualism that distinguishes from the other two?
- Jennifer Lit review: public intellectualism What did we find? Major themes
- Jennifer Armed with our knowledge from interview and event experiences, as well as the literature review, we then developed the following research questions: (transition to ryan to talk about research questions)
- Ryan: Research questions (slide has animations that advance each bullet point by clicking slide advance button)
- Jennifer ...to explore the areas of research communication skills and public intellectualism in graduate education that intentionally spanned multiple disciplines. (transition to ryan to talk about research questions)
- Over the semester, as we worked on this project, our methods changed. At the time we wrote the midterm paper, we had planned to use collaborative autoethnography as a framework for our process and also to analyze our collaborative interactions. However, we found that that framework didn’t align well with what we actually did. Instead, we found that the heuristic developed by Burnet (2013) to be a helpful guide in reflecting upon our collaborative process this semester. ‘Interactions’ and ‘Cognition and learning’ cell of the table: We set up face to face meeting times, and documented notes in a shared google document. I thought of the meeting notes in part as a research journal, in which you are documenting your thought processes and procedures as you proceed throughout the project. Helpful especially if the project spans a significant timeframe. In my case, half the semester is a significant timeframe and I needed to have our thoughts and ideas written down or else I would have forgotten what we talked about, or why we decided to do/not do something. ‘Interactions’ and ‘Small-group processes’ cell of the table: Personal time constraints, class parameters, meeting with Ann to help expand those boundaries ‘Interactions’ and ‘Technology’ cell of the table: Google drive, recording equipment from CLA. Google drive is indispensable! (ryan’s comment from monday!)
- Jennifer Process for project --participant signup process (GPACW conference, personal connections) --developed interview questions --scheduled time for interviews --created transcripts - separate and joint editing --edited audio components individually Writing process --interspersed throughout, direction provided primarily at f2f mtgs, sometimes via email/comments in doc people were excited to share their stories - people want to talk about what they do. If you provide them the platform they will talk about it
- Ryan: Share Interviews
- Jennifer: Recap of what we’ve talked about so far: setting the stage for our topic, providing an overview of the literature, introducing our research questions, and learning about our method and process. We are going to move into a small group activity, but before we do that, I wanted to pause and see if you have questions about what we’ve talked about so far. Our small group activity will consist of practice interviews. We have a set of questions that you can use. Hand out questions Slide depicts decorative image of two men seated outdoors on concrete benches, engaged in conversation.
- Ryan: Recap - develop questions to get their feedback on the process What questions were difficult to answer? What questions did you enjoy answering? What questions made you think differently about your research? How did the other person’s reactions affect how you answered the questions?
- Jennifer --conduct additional interviews to gather more data for RQs: especially curious as to what type of training/skill development/coaching might be needed for grad students. Is it enough to have 20 minute interview with two other grad students? What kind of pre-work might be needed prior to the interview? What kind of continual practice might be needed throughout a student’s graduate career? --exploring additional models of collaboration: as I was reading the course materials for CAE, I started to look up other collaborative methods. I came across ‘collaborative inquiry’ and have a book about it from UMN LIbraries,I am in the very early stages and I didn’t want to dive too deeply into it in order to keep the focus on the projects for our course
- Sign up to be interviewed! Our contact information is on the slide (woldx183@umn.edu and englu061@umn.edu)