BreakDrink, Podcast

Happy #InternationalPodcastDay 2017!

Do you listen to any podcasts? You should. Today, September 30th, is International Podcast Day (#InternationalPodcastDay)! The other day, my @BreakDrink podcast co-host, Jeff, and I chatted about this festive holiday for podcasting as we might be fans of podcasts (listen to @BreakDrink episode no. 1). Thanks, fellow podcast hosts @Katie__Linder & @bonni2018, for reminding us about this pod holiday last week!

International Podcast Day™ is September 30th and is an international celebration of the power of podcasts!  The celebration is a great opportunity to connect with fellow podcasters, podcast listeners, podcast enthusiasts, and leaders in the podcasting industry.  Help spread the word by telling your friends, sharing the celebration on your podcasts and social media feeds, and using #InternationalPodcastDay.  There are several ways to get involved and plenty to benefit from by taking part in International Podcast Day.  See our suggestions below.  But first, we must all “Start The Conversation” and share the power of podcasts!

YOU Can TOTALLY Get Involved with #InternationalPodcastDay By:

  • Checking out the #InternationalPodcastDay to learn about podcasts worldwide or share your own!
  • Grab your mic and camera, ask someone about their favourite podcast. Share on social media!
  • Join in numerous events in your region and around the world (Use the Googles).
  • Promote by posting the official banner image on your website.
  • Play the International Podcast Day audio or video promo on your show.
  • Change your social media image to the International Podcast Day logo
  • Explain to someone what a podcast is and get them hooked (it’s harder than you think)
  • Share your favourite podcast with someone (coworker, friend, teammate)
  • Send feedback to your favourite podcasters and tell them to thank you
  • Provide a rating and review in Apple Podcasts or other platforms
  • Subscribe to a new show and talk about it using #InternationalPodcastDay
  • Not a podcaster? Become one! (or think about it)
  • Listen to the recommendations, Jeff & I give on our podcast about it here:

These are our “go to” podcasts we recommend. These are friends of the pod and podcasts we have enjoyed, so we suspect you will as well. Take a listen to these recommendations from the @BreakDrink Team (and of course, you can check out our archives as well: http://breakdrink.com/).

Take a LISTEN to our podcast show recommendations online, streaming, or via your favourite podcast catcher subscription! ENJOY!!  Pod, on my friends! POD ON!

@ WORK Website
Teaching in Higher Ed http://teachinginhighered.com/episodes/
Radical Candor https://www.radicalcandor.com/blog/tag/podcast/
Research In Action http://ecampus.oregonstate.edu/research/podcast/
You’ve Got This http://ygtpodcast.com/
The Contrafabulists http://podcast.contrafabulists.com/
Higher Ed Live http://higheredlive.com/
Code Switch http://www.npr.org/podcasts/510312/codeswitch
CBC Spark http://www.cbc.ca/radio/spark
TOPcast https://cdl.ucf.edu/category/topcast/
The Anatomy of a Book https://acdigidbook.katielinder.work/podcast/
Note To Self http://www.wnyc.org/shows/notetoself
How I Built This http://www.npr.org/podcasts/510313/how-i-built-this
@ HOME Website
Crimetown https://gimletmedia.com/crimetown/
Wait Wait… Don’t Tell Me http://www.npr.org/programs/wait-wait-dont-tell-me/
Hackable https://hackablepodcast.com/
What’s Good? http://www.npr.org/podcasts/510323/whats-good-with-stretch-and-bobbito
Radiolab http://www.radiolab.org/series/podcasts/
Two Dope Queens http://www.wnyc.org/shows/dopequeens
Politically Reactive https://www.politicallyreactive.com/
My Dad Wrote a Porno http://www.mydadwroteaporno.com/
It’s Been a Minute http://www.npr.org/podcasts/510317/its-been-a-minute-with-sam-sanders
Homecoming https://gimletmedia.com/homecoming/
This American Life https://www.thisamericanlife.org/podcast
On the Media http://www.wnyc.org/shows/otm/
@ SCHOOL Website
.future http://creative.gimletmedia.com/shows/future/
99% Invisible http://99percentinvisible.org/
Freakonomics http://freakonomics.com/archive/
Hidden Brain http://www.npr.org/series/423302056/hidden-brain
Reply All https://gimletmedia.com/reply-all/
Revisionist History http://revisionisthistory.com/
IRL Podcast https://irlpodcast.org/
Undone https://gimletmedia.com/undone/
TED Radio Hour http://www.npr.org/programs/ted-radio-hour/
Rough Translation http://www.npr.org/podcasts/510324/rough-translation
On The Media http://www.wnyc.org/series/media-podcast
Pod Save America https://getcrookedmedia.com/here-have-a-podcast-78ee56b5a323
Planet Money http://www.npr.org/sections/money/127413729/podcast/
Sincerely, X https://www.ted.com/read/ted-podcasts/sincerely-x

Do you listen to a podcast in #highered OR other? Tell us about it: https://bit.ly/higheredpodcasts

More about our podcast project here: https://higheredpodcasts.wordpress.com/

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Podcast, Professional Development, Research

The Higher Ed Podcast Project

Podcasts. This mobile, audio medium has been circling the Internet since 2004. Podcasting has evolved so much since its birth. Over the last few years, there’s been a growth of fantastic of podcasts to listen to and enjoy. If you have not heard someone talk about podcasts in the past few years, I would be very surprised. There are LOADS OF PODCASTS!!! Earlier this year, NPR podcasters spread the pod love via the #trypod campaign. The goal was to share what podcasts you listen to via the #trypod  hashtag. For just over a decade, I have enjoyed listening to a variety of podcasts on my commute, while running, on vacation, or just strolling with my pup. These portable stories, events, and news pieces have entertained and educated me on the go — it was like radio on-demand! My pod streams are filled with amazing content to enhance my personal and professional development and offer new insights about the world around me. I have learned so much from listening to podcasts – new ideas, book recommendations, or introductions to new people – there are so many takeaways pouring into my earbuds.  So many podcasts have contributed to my learning, teaching, research and practice in higher education … and I am not surprised to learn others subscribe to podcasts for their professional learning and development as well.

A growing number of higher education students, staff, and faculty are listening AND learning from podcasts. The wealth of information shared on a video/audio podcasts allows listeners to learn about resources, ideas, and information to enhance the work we do at our institutions. These mobile-friendly, portable PD resources are not only consumed, but they are also being created and produced by higher education colleagues and organizations. So what is the state of podcasting in higher ed?

To learn more about this and explore what is happing in post-secondary podcast land, let me introduce you to the Higher Ed Podcast Project.  We want to CURATE and SHARE podcasts impacting professional learning and development for higher ed peers, specifically to answer the following questions:

  • What video/audio podcasts are higher education professionals (graduate students, faculty, and staff) listening to for learning and development?

  • What podcasts are being produced/created for and in higher education (non-lecture/classroom-based)?

  • How has podcast consumption impacted or influenced the work (teaching, research, or service) you do in higher education?

Definition & Focus for Project

We are interested in exploring podcasts in higher education for professional learning and development; however, we want YOU to understand how we are defining a “podcast” as this medium has taken a number of shapes and forms over the years. For our research purposes, we are defining a podcast and our research focus as:

  • the podcast content is created and shared to support professional development, learning, and/or information distribution
  • the podcast has a target audience might include graduate learners (e.g. masters or doctoral researchers), professional school students (e.g. social work, medicine, etc.), staff/administration, and/or faculty in higher education
  • the podcast is in an audio and/or video format that can be subscribed, downloaded, and/or streamed from an electronic device (e.g. computer, laptop, tablet, or mobile)
  • the podcast is a program, show, broadcast, and/or episodes with a specific purpose or topic focussed on the higher education domain
  • the podcast includes original content development intention: it was designed for a podcast, e.g. we are not including a recorded college/university lecture, conference panel/presentation, professional learning webinars, recorded meeting, etc. (unless it was edited to fit into a podcast)
  • the podcast can be active or inactive

What podcasts are YOU listening to, Higher Ed?

To help this higher ed podcast project, we want to openly curate a LIST OF AUDIO and VIDEO PODCASTS dedicated to higher education professionals. This OPEN call for podcasts will help us understand and SHARE the current state of podcasting in higher education. This is where you come in. Please ADD to the higher education podcast list (and other podcasts on the second tab) to let us know what YOU listen to for your professional learning and development: 

http://bit.ly/higheredpodcasts

Want to learn more? Check out our research site: https://higheredpodcasts.wordpress.com/

Podcast, Research Methods

Research Interviews and Asking Good Questions

I have been thinking about interviews and how to ask better questions/interview for a while. Research questions unpack what is going on with the world around us. As an early career scholar, I want to unpack experiences, thoughts, and situations people are dealing with in the workplace (e.g.  networked professional lives, open online learning, mentoring relationships) to learn more about a particular phenomenon. I know good research comes from solid research preparation.

Last summer  I spent a couple of months, with my co-investigator Paul, digging into the empirical literature, academic findings, theoretical frameworks and debates around concepts and issues we want to unpack in our study. I appreciate his willingness to work and put the time up-front to prepare for our research interviews.

“Research designs begins with questions researchers and their partners want to answer about a particular problem, population, process, project, or topic they want to explore” (LeCompte & Schensul, 2010, p. 130).

We framed our research questions around issues addressed in other academic papers — you know, building on the shoulders of giants — and to unpack what is happening in the online and offline realm for higher education professionals. For our semi-structured interviews, we have a set of structured questions to guide open-ended discussions on relevant topics related to the themes, issues, and concepts we want to discuss (Kvale, 2007). By using the intensive interview techniques shared in Charmaz’s (2014) constructing grounded theory text, most of our questions are open-ended. This method was designed to encourage participants to reflect and share experiences, by starting questions with: “Tell me about…”, “Could you describe… or “Can you walk me through…”  Asking research questions to solicit for a comprehensive and an open response is everything.

This research design thinking not only developed our interview protocols, research questions, and data management plan, it also allows us to be fully immersed in our conversations while we conduct the interview now.  I think conducting a quality research interview is a skill. A skill that gets developed, honed and enhanced as you go. I always learn how to improve upon this each time I talk with a research participant. While being immersed in the interviews, I have kept this sage advice George (thanks!) offered when we were conducting interviews with a large number of open, online learners:

  • Give wait time to think before answering and tell them that you are doing that.

  • Listen to their replies and ask probing questions that aren’t listed below but go toward the issues we are trying to explore.

Now that we’re 60+ interviews deep with our project, I continue to think about this advice and understand what we are learning so far. I am also thinking about what we are asking, how we are approaching topics, and identifying where we might need to go as our questions reach a certain saturation point. If you have already graciously volunteered your time and shared for our study: THANK YOU SO MUCH!  If you are a higher education professional who would like to contribute and be interviewed for our research, we are still accepting participants for our study here: http://bit.ly/networkedself

UPDATED: Friday, August 11, 2017

R.I.P. #Turnaroundpod — it’s sad to hear that your podcast series is coming to a close. THANKS SO MUCH for producing The Turnaround Podcast, Jesse. It will be sad to see you go! Want to read more about this? Check out the Ask Me Anything (AMA) of Jesse Thorn on Reddit.

Recently, I started listening to Jesse Thorn’s  The Turnaround podcast (that partners with the Columbia Journalism Review -thanks for the transcripts!) This podcast flips the script and interviews people who typically interview others.

the-turnaround-cover_6

Image c/o The Turnaround! a Maximum Fun Production

These interviews unpack the art form of an interview and how to best investigate a story. Thorn asks how to best interview and also demonstrates how to summarize ideas and follow with an open-ended question for a response. Although most of these interviewers are producing interviews for public consumption and listening, there are some great takeaways from this 1:1 series about interviewing:

In addition to listening to podcasts or reading scholarly books about interviews, I thank and credit the @BreakDrink podcast production for providing me with the skills to conduct effective research. My “study” in podcasting (and research interviews) began just over 7 years when I received a DM from Jeff Jackson to see if I’d like to co-host a podcast. Although I was just starting my Ph.D. program, I think some of my early lessons for qualitative research actually came from the episodes where we invited brilliant people onto the Campus Tech Connection (#CTCX) podcast for an interview. Both my experience with podcast production and research interviews, have offered me a few insights for being a more effective interviewer:

  • Pre-Interview survey: Ask your podcast guest or interview participant a few questions about the topic in advance. For podcasts, we would have them complete a brief bio and see a few of the questions we might ask ahead of time. For interviews, we might have a pre-questionnaire or interview sign-up with requests for demographic information, topics about the research, or their role for the study research.
  • Organize and prepare: Do you work in advance! Create a shared doc (if on a collaborative team) or prep notes for each show production or segment of your research interviews. This would include the potential protocols, research questions, interview topics/issues, and information you would need for each recording. Review the pre-interview survey data and see how they might relate to your research questions.
  • Play with the technology to figure out what works for you: Technical tools have changed over the past 7 years of my podcasting/researching. I continue to learn as I go and as I collaborate with others. I now record with Audio Hijack+Skype/web conference/phone, edit in GarageBand/Audacity by splicing clips either for public consumption or to minimize for transcription costs, and find a secure cloud storage space for your audio files and notes.
  • Speaking of notes… ALWAYS TAKE NOTES: Besides recording the audio, I often scribe notes during a conversation or interview. These notes could include a quote, key point, idea, or issue. For the podcast, this might include a URLs and resources we would share with the show notes with the episode. For research, this ensured I was listening and noting what participants were saying and often it would spark a follow-up question or explore another aspect of our study I wanted to know about.  Pro-Tip: I use “analog” journals to write my research notes with pen and paper. I often return to my notes to make an annotation, highlight a concept, find another research question, and to review how the series of interviews are progressing.
  • Make time for reflection: After each episode of the podcast, I often would have a follow-up blog post with information and ideas shared. This practice I still do when I conduct a research interview, but often it’s a private act scribed in my journal or shared with my co-collaborators on a project.  This habit has me process what I am exploring, learning, and sorting out in my head.
  • Manage and archive your files: Be sure you create a system to label and itemize your digital files and notes. I am meticulous for organizing my life and projects (as I live in the digital) in particular ways. Set your own system so you can track where items are and code how these files/interviews are relevant to your project (or podcast). This will help you later when you go to code transcripts or you are interested in a particular issue/trend in your study.

References:

Charmaz, K. (2014). Constructing grounded theory.Thousand Oaks, CA: Sage.

Kvale, S. (2007). Doing interviews. Thousand Oaks, CA: Sage.

LeCompte, M. D., & Schensul, J. J. (1999). Designing and conducting ethnographic research (Vol. 1), 2nd Edition. Plymouth, UK: Altamira Press.

#AcWri, BreakDrink, Conference, Podcast, publication, Research

The Scholar-Practitioner Paradox for Academic Writing [@BreakDrink Episode No. 8]

I have been thinking about the needs and challenges higher education and student affairs professionals have with regards to evidence-based practices. In higher education, there is no shortage of topics and ideas to explore. I have been fortunate to collaborate with both scholars and practitioners in education to study a number of issues, including scaled-open learning, digital learning strategies, social media policies/guidance, mentoring programs, and networked experiences, just to name a few.  Beyond this short list, there are a number of practitioners who have reached out and we’re in the process of establishing research plans for professional development, mapping competencies to training, and leveraging technology in networked communities. My work partnering and collaborating with scholar-practitioner better informs my research methods and in explaining the findings/implications.

Scholar-practitioners generate new knowledge to improve practice, yet how they prioritize and go about their work varies with where they are on this scholar-practitioner continuum (Wasserman & Kram, 2009). The challenge with this work is there is VERY LITTLE TIME professionals in higher ed have to do scholarly work. When you are working in an educational service role for a 12-month contract, it is a challenge to move through the research process. Wasserman and Kram (2009) observed how competencies, needs, and values align with the competing roles of the scholar-practitioner to match either the work or research interests. Scholarly habits and the writing process requires deep concentration and focus on thinking critically to endure through a research project — from the study design, methodological planning, recruitment of participants, to publication and dissemination of findings.

Although higher education administrators and staff are in the best position to analyze programs, student populations, and services — there is not enough scholarship produced from professionals IN the field.

In their book, A Guide to Becoming a Scholarly Practitioner in Student Affairs, I think Hatfield and Wise (2015, p. 6-8) touch on a few reasons why practitioners do not often contribute to academic writing and publications:

  • Not enough reading – that is, not as knowledgeable of current research in (and out of) the field, theories, and evidence-based practices from academic outlets
  • Not expected of positions and not valued – undervalued and underutilized research skills; some of these skills may have been minimal based on training, education, experience, etc. as it is not required in administrative positions
  • Second-class citizen syndrome – some might not have a terminal degree (Ph.D., Ed.D., etc.) or if they do, little academic scholarship has been completed beyond their dissertation work; also feel on a different level of the faculty at their institution (and often treated that way).
  • Inadequate academic preparation – research, evaluation and assessment training from each graduate program varies and many question skills and competency for research and publishing
  • Silos on campus – little interaction between departments, divisions, functions, and academic departments exist although we are trying to support the whole student.
  • Lack of motivation – when was the last time you saw “scholarship and research” in a practitioner’s job description or expectation to participate in scholarly conferences and publishing?

 

Many of the above items, I think, are describing student service/affairs professionals in the United States — as I have a number of higher ed colleagues who are required to produce research in their staff role. There is no shortage of op-ed pieces often shared among higher education social networks, blogs, podcasts, videos, and more. The issue is we rarely see published conference proceedings, journal articles, or academic outlets producing PEER-REVIEWED pieces from and about practice contributing evidence and understanding from the field.

Over the past few weeks, I have been talking with Jeff Jackson (via our @BreakDrink podcast) about this challenge and what we are witnessing among practitioner peers. The first installment “on academic writing and scholarship” Jeff and I dig into academic writing/scholarship for BreakDrink Episode No. 8, where we discuss the differences of Academic vs. Practitioner Conferences. From the book by Hatfield and Wise (2015), chapter three talks about presenting at professional conferences; however, none of the associations shared offer any published conference proceeding for presentations shared and are not the same as submitting a paper or academic poster for another association that is more scholarly in nature. I think Hatfield and Wise (205) offer a decent introduction to scholarly writing for the novice student affairs professional  — but I think it is lacking in a few areas (as detailed in the podcast and notes below). If you are interested, feel free to read this book review (Delgado & McGill, 2016) and listen to our thoughts via the podcast here:

@BreakDrink Episode No. 8 – Academic vs. Practitioner Conferences [SHOW NOTES]:

Episode No. 8,  might be part 1 of a few series on this topic about “being an academic” or “scholarly work.” Jeff and I have recorded a few meanderings as we think/share on this topic. If you have questions or want to know more about the following items, let us know: mentoring for #AcWri, how to put together a manuscript, proposing a conference paper, data management, or starting a peer-review journal OR being part of an editorial board. Let us know! 

Conferences Run Down in 2017: Scholar vs. Academic Conference

American Educational Research Association (AERA) hosts a research/scholarly conference annually and this year #aera17 conference was in San Antonio, TX with Jeff in attendance. This professional association is HUGE, but thankfully it is broken down into Divisions and  Special Interest Groups (a.k.a. SIGs). Division I is Jeff’s Jam: Education in the Professions as he also attends the Association of American Medical Colleges (AAMC) and perhaps Division J may be where some of the doctoral/graduate scholars hang out. Related to this association you will find THE journal, Educational Researcher, that is well-regarded by scholars; however AERA also has AERA Open and other publication outlets.

We just wish we saw more of this at practitioner conferences. Student Affairs Administrators in Higher Education (NASPA) also held their annual conference at the same convention center in San Antonio, TX back in March. Both Jeff and I were there, and we attended a session on publishing in the NASPA journals from this association [Sadly the new Technology in Higher Education: Emerging Practice was not represented in this session this year.] It’s not as though sessions at Student Affairs or Practitioner conferences do have a poster session, and I have seen “Research Papers” presented at ACPA Convention and NACADA has offered Research Symposiums at regional conferences.  The conferences mentioned in Chapter 3 of Hatfield and Wise’s (2015) book: ACPA, NACA, NACADA, NASPA, ACUHO-I, NODA, & NIRSA

Academic Conferences We Have Also Attended to Note:

 

Conference Proceedings 101

Conference proceedings are scholarly papers a number of academics/researchers include on their vitae for the tenure and promotion. This is the “carrot” as to why faculty or scholars would attend a conference and allow doctoral researchers grants to travel, beyond the value of networking and discussions with peers. A proceeding could be a short (or long) paper presented at a conference, and sometimes there are even print proceedings published for your conference abstracts/papers (e.g. #SMsociety15 proceedings). All papers typically have a specific format (e.g. AECT’s manuscript requirements) and are submitted for a formal (typically blinded) peer-review process before they are accepted. Typically these are shorter papers or a conference abstract (not a beginning of a journal article abstract format), where you present your completed research projects. A number of social sciences and education conferences have specific formats beyond the APA Style 6th Edition, but that is a good start. If accepted, you will typically present your paper at the conference in a condensed format, such as 10-25 minutes, with a set of other papers in a single session. Each presentation is directed to showcase research by describing a brief literature overview, research methods (data collection, analysis) and findings/implications. This might be moderated by a discussant, moderator, or not at all with a brief (2-5 minutes) for Q&A at the end of your presentation/session time slot.

Other formats typically at scholarly conferences we have seen — but this is not an inclusive list:

  • Conference abstract (1000-2500 words) – how to guide and killer abstract writing
  • Full Papers (up to 8000-10.000 words)
  • Notes  or Work/Research In Progress
  • Poster Sessions (also via a device, e.g. laptop, tablet, etc.)
  • Workshops/Hands-on Sessions (e.g. how to use R-Studio for text mining)
  • Competitions or Expos — challenge/solution program feature to showcase work
  • Plenary/Keynotes
  • Doctoral Colloquium
  • Mentoring Programs

Episode F.A.Q.

  • Q: Is it considered a self-plagiarism to reuse (published) abstracts for talks? A: Yes. You want to avoid text recycling and should NOT but publishing the same work to different publication outlets.
  • Q: Is presenting about my program or an assessment of an initiative at my campus research? Does this count? A: Maybe. Did you get IRB approval from your institution before collecting data? Are you following the scholarly practice of your educational/social science peers? If not — this might be an assessment. Still great — but it could not be submitted as peer-reviewed conference proceeding or journal article.
  • Q: What is this Yellowbook that Jeff referred to during the podcast? A: It was known as a “phone book” and it’s directory of names of people and businesses for you to locate their contact information. You might use the Google or another search engine these days for said things. Apparently, Yellowbook as rebranded to “yb” and now has a website: https://www.yellowpages.com/
  • Q: Why is Tony Parker out for the rest of the NBA season? A: He injured his quadriceps tendon on Wednesday, May 2nd. {tear!}
  • Q: What is Fiesta? A: A 10-day annual party celebrating culture, food, fun, and parades in San Antonio, TX that typically falls at the end of April. More about Fiesta. Best tagline: “A party with a purpose” https://www.fiesta-sa.org/

Our Pro-Tips for Attending Academic Conference:

  1. Prepare for the Conference: Review the conference website to see what research is being presented, who will be attending, and who you should meet (new & friends) while you are both at this event. Are you a fan girl/boy of a particular researcher and you want to chat about their work/your work? Are you hoping to collaborate with other scholars? Do your homework and figure out who will be there. Maybe you want to set up a meeting over a meal/coffee/drinks OR find a particular session where you can be introduced to new peers.
  2. Attend the First Time Attendee Session (if they have one): Get the lay of the conference land and get a good overview/guide to what is going on during the event. Is there a mixer with food and/or drinks? Attend and meet a few people. Prepare to be social and have your own “elevator pitch” about what you are currently studying or working on right now. Think about this before you show up to the conference.

Overall, we think higher education professionals could do better with sharing MORE research-based information at our conferences. Many of these sessions are often hidden within the general program sessions and/or found in a poster session — that is often not well-attended. Hatfield and Wise (2015, p. 8) challenge practitioners to research by asking:

If you could give voice to those who were marginalized, if you could change the field of student affairs through your voice, if you could create better collaborations across campus with our academic colleagues, and if you could share your insights with parents, students, and other invested stakeholders so that they will know what we contribute to student learning and development, why wouldn’t you?”

Why are we not encouraging more scholar-practitioner collaborations? And what incentives could you offer early career researchers and senior scholars to attend these conferences? These are ponderings we are thinking about from reading this book (Hatfield & Wise, 2015) on SA scholarship. We think it’s a decent starting guide to getting into academic writing. Sharing evidence-based initiatives are required to be relevant in higher education. This value needs to be showcased more by and with student affairs, student services, and those not on an academic track to offer others insight to the work we are doing.

@BreakDrink Podcast ShoutOuts

 

If you have a thought or two, please share it with us via one of these channels. We’d love to hear from you on any one or all of following the “BreakDrink” podcast channels:

We welcome comments, questions, and more! If you happen to listen to Apple Podcasts a.k.a. iTunes, please consider leaving us a rating and review. Thanks!

References:

Delgado, A., & McGill, C. M. (2016). A Guide to Becoming a Scholarly Practitioner in Student Affairs by Lisa J. Hatfield and Vicki L. Wise (review). Journal of College Student Development57(7), 898-900.

Hatfield, L. J., & Wise, V. L. (2015). A guide to becoming a scholarly practitioner in student affairs. Stylus Publishing, LLC.

Wasserman, I. C., & Kram, K. E. (2009). Enacting the scholar—practitioner role: An exploration of narrativesThe Journal of Applied Behavioral Science45(1), 12-38.

BreakDrink, Podcast

A Throwback to the Campus Tech Connection (#CTCX) on @BreakDrink Episode No. 7

Do you miss the Campus Tech Connection (#CTCX) podcast from the ol’ skool BreakDrink? [Or perhaps just the rants?] Then @BreakDrink episode no. 7, lovingly called, The Technology Curmudgeons, is for you! Jeff Lail
joins Jeff and me to chat about how technology AND our own perspectives on technology have changed. 

If you have not read the article, Tech Bigwigs Know How Addictive Their Products Are. Why Don’t the Rest of Us?, or seen the Brain Hacking episode from a recent 60 minutes – you should. What is technology doing to our brains? How are technologies social engineering us? Are we questioning the issues around technology on campus enough? Have we even thought about Privacy, Data Survivalism, and New Tech Ethics [via Note To Self episode with Anil Dash & Julia Angwin] and where we are going as a society?

Listen and catch the rest of the show notes/links directly on the BreakDrink.com site, including the following recommended reads & listens.

@BreakDrink Reads Mentioned:

@BreakDrink Podcast ShoutOuts

If you have comments, questions, feedback, or thinks you want to hear about from this episode or future episodes, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome banter & comments there. If y’all listen to the podcast via iTunes, please consider leaving us a rating and review.

BreakDrink, Higher Education, Podcast

Committed To Talking About Mental Illness in Higher Ed: @BreakDrink No. 6 #HEdCommits

Are you hankering for more of the @BreakDrink podcast now that you’ve got a taste? No need to fear, Jeff & I are back! We recently caught up with our friends Sue Caulfield and Kristen Abell to discuss how mental illness impacts our colleagues who work in higher education and have them on the podcast to share about their work with The Committed Project  a.k.a.

Do you remember the @BreakDrink Daily Dose? It was a bi-weekly higher ed news podcast Sue produced/hosted with Sarah MaddoxShawn Brackett. Other updates since BD days: Sue got married, started drawing #suedle(s), started The Committed Project, and she podcasts with her #poopfriends on The Imposters podcast. Besides working as a kick-ass web developer and manager at her institution, Kristen has pushed all of us to think more about the impact mental illness has for colleagues in higher ed. If you haven’t seen her 2015 ACPA Convention PechaKucha Talk – Depression: A Love Story, you should — NOW!

Also, props to her work with Committed’s campaign for #StompingOutStigma and getting more of us talking about mental illness (I gave a shout out to this in my #SAspeaks talk last month in San Antonio, TX – hola!):

#StompingOutStigma

If you have not heard about the book, Committed: The Stories of Mental Illness in Student Affairs, it is created to share narratives from higher ed practitioners dealing with mental illness accompanied by #suedle visuals. From this book project, Sue and Kristen’s work with mental health awareness led to developing the blog series into The Committed Project, an organization that advocates for and supports higher ed professionals experiencing mental illness. For the past few years, they have been sharing stories – mostly firsthand accounts – from other professionals in higher ed who experience mental illness. YOU ARE NOT ALONE.  Please read and share the stories of your peers who struggle with mental health in higher ed on The Committed Project Blog.

As usual, I learn so much from these @BreakDrink discussions and there is a wealth of information/resources shared by The Committed Project on their website (thanks, y’all!):

May is Mental Health Awareness Month. While The Committed Project will be sharing one person’s story of mental illness through many voices on the blog this month, the group would also like to hear from YOU about how it feels to experience mental illness – your own or a loved one’s. If you are so inclined, please share a short video clip of you or someone you know talking about one aspect of your experience with mental illness – whether at work, at home, at school, or wherever to The Committed Project. You can submit videos at admin@thecommittedproject.org

Take a listen here to episode no. 6 #HEdCommits:

@BreakDrink Podcast Shout Outs:

@BreakDrink Recommended Reading:

If you are in need of support or need help, please reach out to the National Suicide Prevention Hotline by calling 1-800-273-TALK (8255) where you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7.

If you have comments, questions, or feedback about this podcast episode, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome banter & comments there. If y’all listen to the podcast via iTunes, please consider leaving us a rating and review.

BreakDrink, EdTech, Higher Education, Podcast

@BreakDrink Podcast, Episode No. 5: Digital Redlining with @hypervisible

In @BreakDrink episode no. 5, we chatted about LOADS of things related to our assumptions about access, policies, and practices in have higher education, specifically with regards to technology and learning. Last year for 2016 #OLCInnovate, I invited Chris Gilliard to share his work on Digital Redlining for a short “Ignite-like” talk. Why do we assume everyone has access to the Internet? Or a device? Or access to the same digital learning resources? What do we know or care about privacy and our data? Thanks for joining us to podcast on the topic, Chris. We suspect you’ll be back to chat more with us sometime about similar issues… and anime, of course

Here are a few show notes, ideas, and resources shared in @BreakDrink episode no. 5 with Chris:

Information Literacy, Filtering & Access

Online Access & Web Architecture

Do you KNOW what limitations to your search or access to your knowledge is like at your institution? Understanding Google Search Algorithms & SEO

Journal Access & Journal Databases: What are your resources or limitations? What can you not find that is not accessible on Google Scholar?

  1. Scholar Buddy Search – Find a friend at a larger university/college + ask them to search a topic (or borrow a password) to compare search results
  2. #icanhazpdf hashtag – Ask a friend on Twitter to email you the closed or pay-for-play publication
  3. Alternative creative ways to search: Find a romantic partner at a larger institution; academic citizenship acquisition? Or other ways to search for journal articles and here.

Searching Online & Information Literacy

The process of how information is shared needs to be explained. There are issues with walling-off information, the privatization of knowledge, and those who are moving towards a blockchain in higher ed. – explain what this means for limitations to information/knowledge.Do we teach our students to go beyond the first page hits on the Google search page? Do you know How Google Search Works? Much of our civic online literacy skills could be developed in order to hold ed tech & technology companies more accountable

Technologies in higher ed have many inequalities and technology is not neutral. Want to get more political for higher ed & #edtech? I’ll let Audrey Watters take this one: The Politics of Ed Tech Issues in higher ed are real for all of our campus stakeholders — students, staff, and faculty. These issues are around privacy, cyberbullying, trolling data security, and more. We need to be asking more about the technologies to learn what is ethically right and the limitations to these platforms, applications, and digital resources.

For a start, why don’t we learn more about privacy. Perhaps, it’s time we take a “short course” on privacy and what it means to be online, connected now. Check out the Privacy Paradox created by Note To Self. There are 5 podcasts and actions you do to take back your privacy & data. BONUS LISTEN: Privacy, Data Survivalism and a New Tech Ethics

We Need To Ask More About…

  • Do we really care about privacy online? Are we putting thoughts into the spaces and places online we are working with our learners?
  • Pew Research – State of Privacy in America  & Online Privacy & Safety articles
  • Do we know how our learners access educational materials and resources at our colleges/universities?
  • Cell-phone dependent students: the learners’ main access for Internet is their mobile device which is problematic as this is their main way to complete coursework, assignments, projects, etc.. (e.g. Educause 2015 mobile study & Case Study from Australia)
  • Do we think about the digital divide when considering our practices in higher ed for teaching, service & support?
  • Are we thinking about the platforms & apps we’re requiring our learners to use and how these technologies might be “sucking up their data”? We should.

@BreakDrink Books for Recommended Reading:

Here’s how to connect with Chris Gilliard to learn more about his work and this topic:

@BreakDrink Podcasts Shoutouts/Recommendations:

If you have comments, questions, or feedback about this podcast episode, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome banter & comments there. If y’all listen to the podcast via iTunes, please consider leaving us a rating and review.